Experts think that ____ recently discovered painting may be ____ Picasso.
A. the;/ B. a; the C. a;/ D. the; a
假设你叫李华。你的英国朋友Andrew下月要来你校学习两个月。他来信请你对他上学期间的交通方式提出建议。
现在，请你用英语回一封信，按以下各点答复。
1.建议骑自行车上学；
2. 自行车是学生常用交通工具；
3. 骑自行车的一些好处；
4.骑自行车需注意的问题。
注意：
1. 词数100左右，信的开头和结束语已为你写好（不计入总词数）
2. 可根据内容要点适当增加细节，使行文连贯。
Dear Andrew,
Very happy to hear from you and you’re welcome to study in our school for the next two months.
____________________________________________________________________________________________
____________________________________________________________________________________________
_________________
Hopefully, what I’ve mentioned above could be helpful and wish you a fun time in our school.
Yours,
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。
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。
Dear Editor,
I'm writing to tell you about a shocked incident that happened in Beijing Zoo in the afternoon of Feb 23rd.
I was visiting the zoo that afternoon while I heard bears roaring terribly. I hurried to the place where the bears lived at. I saw the black bear badly injured and one of them roll on the ground painfully. It was hurt too serious to move a foot. The people around was shocked, angry and blaming the wrongdoer. I learned that was a student from a famous university in Beijing who caused the trouble. He pulled sulfur and acid onto the bears or pretending to feed them.
What an shame! Animals are our friends and something must be done to prevent them from being injured.
Sincerely Yours
Li Hua
需要添加小标题。请从以下选项（A、B、C、D、E、F）中选出符合各段意思的小标题，并在答题纸上将相应选项的标号涂黑。选项中有多余选项。
A．How to deal with listening practice
B．Class atmosphere matters a lot in learning
C．Monitoring activities is one of the main tasks of teachers
D．How to evaluate student performance
E．Group work needs organizing properly
F．Communication skills play a big role in language learning
Both instructors and learners can get benefits from the following learning strategies as long as they are properly made use of in language learning．
1. .
The information presented in this section focuses on specific conversation, discussion, or presentation skills．The activities arc generally self-explanatory, with students expressing opinions, making decisions, solving problems, planning presentations, and so on．Engaged in these activities, students have the possibility of communicating with each other in class．This section also includes lists of expressions used to illustrate different language functions, such as agreeing, disagreeing, and asking for clarity in order to help students expand their knowledge of English．
2. .
in a speaking or listening course, students' anxieties can affect their learning．For this reason, it is important to establish a friendly, relaxed classroom environment．It may help students 10 think of the classroom as a laboratory where they can experiment and take risks with the language．In such circumstances, students should realize that errors are a natural and expected part of learning a language．In addition, one of the goals of this pan is to encourage students to examine their awn opinions and values while at the same time showing respect for the opinions and values of others.
3.________.
Many of the activities in this section involve the students' cooperating work in class. Generally, such an activity taken up by four members seem to work the best. Groups of three or five members may also be effective, depending on the activity. The first unit includes guidelines for organizing group work, with students taking on the following roles: leader, reader, summarizer, reporter, and observer(if necessary). Organizing all activities in this way makes the course truly learner-centered since students must take fall responsibility for carrying out each activity. As for seating, group members should arrange their seats or chairs in a small circle to encourage interaction.
4.________.
Being a teacher, in the course of group activities, you should circulate from group to group, which helps ensure that students are on task and are using English. While you should not participate in pair or group activities, you need to stay involved in what the students are doing. One important reason to circulate during activities is to keep track of the kinds of problems students have, such as grammatical accuracy, fluency, word choice, pronunciation and intonation discussion strategies, etc. However, it is generally not effective to correct students' errors when they arc involved in an activity The most practical way to deal with communication problems is to make notes of what you observe as you arc circulating. You can then use this information to provide feedback after the activity or to develop future lessons.
5.________.
At the beginning of the course, when they need to build up their confidence, students benefit most from encouragement and positive comment. If possible, you'd rather not grade the students fust few efforts at speaking in a group or to the class. Many students suffer such anxiety in speaking situations that any criticism at this stage can have the opposite effects. Commenting on students' work does not necessarily mean grading them on the scene Even if the programs requires formal grades, you should try to put off assigning grades until later in the term.
The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初学走路的婴儿）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"
Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．
Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．
Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?
The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．
Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．
Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"
Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.
As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."
Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.
Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in the subway, said she understands the impulse (冲动). "This is a magical phone," she said. "I must admit I'm addicted to this phone."
1.The first paragraph in the passage intends to ______.
A．get us to know a cute sleepy-eyed child in a family
B．show us how harmful the iPhone is
C．lead us to the topic of the toddlers' iPhone-addict
D．explain how iPhone appeals to toddlers
2.According to the author, iPhones are popular with both adults and young kids because they are______.
A．easy to use B．beautiful in appearance
C．cheap in price D． powerful in battery volume
3.The underlined word "them" in the seventh paragraph refers to ______.
A．televisions B．cellphones C．iPhones D．screens
4.The tone of the author towards parents sharing iPhones with their children is ______.
A．negative B．subjective C．objective D．supportive
5.The passage mainly tells us ______.
A．children's iPhone addict is becoming a concern
B．iPhone is winning the hearts of the toddlers
C．Apple is developing more user-friendly products
D．ways to avoid children's being addicted to iPhone games
Living in South Africa, I had always taken the wildlife pretty much for granted. Not to say that we were surrounded by it, but the accessibility of game parks and wildlife sanctuaries（避难所，庇护所） always made it seem like a natural part of the environment. For this reason, I suppose that the way my European friends used to talk to me, wasn’t so strange after all. They would ask me what I thought at the time were really silly questions which got on my nerves. They’d say things like ‘Do you have a pet baboon?’ or ‘Do you travel to school by elephant?’.
When Amanda, a friend of mine who was visiting from England, invited me to join her and a group of friends on a wildlife expedition, I was not filled with enthusiasm. However, from the moment we entered the gates of the Zaluzi game reserve, I knew that this was not going to be anything like I had expected. We had been traveling along the National Road when, suddenly, we turned onto a dirt track which seemed to be hidden in the middle of nowhere. Amazingly, the scenery changed dramatically. The civilized environment took on a wild, chaotic（混沌的；一片混乱的） aspect and continued to do so as we walked deeper into the bush.
After having a good night’s sleep at one of the reserve’s bungalows, we were woken at the crack of dawn. After a quick breakfast we piled into a jeep and set off. Our guide assured us that the early start was necessary in order to have the best chance of seeing what was really worthwhile. Armed with just a thermos of coffee, we set out towards the shore of a small lake where it was expected that we could see that animals that used it as their morning watering hole.
On the way to our destination, we topped a hill and there, against the emerging morning light, were a group of animals. It was a stunning sight. As we moved closer, the animals did not appear to be alarmed by our presence. Pet baboons aside, I had never before come within such close range of a pride of lions. It did cross my mind, however, that we might be in a certain amount of danger. When I asked Timothy, our game ranger, if we were actually in any danger, he replied straightforwardly that one is never entirely safe in the bush, but his knowledge and experience allowed him to anticipate any danger with reasonable accuracy.
However, the following day there was some cause for alarm. Not having started out so early, we missed the sightings of the day before. We decided to drive around for a while, hoping to come across something of interest. Suddenly our tracker perched up on the back of our vehicle, signaled to the driver to halt and at the same moment I realized that this time we had stumbled right into a pride of lions. The driver promptly turned off the engine and in a low voice warned us to remain seated and not to make any abrupt movements. The lions were picking at what looked like the remains of a zebra. Timothy, later told us how much to our advantage this was. Had their bellies not been full, their reaction to us would surely have been otherwise. As the nearest lion was less than three meters away from the jeep, I considered that we had been very lucky indeed.
All in all, it was a wonderful trip. Our near miss with the lions was without a doubt the highlight, but what it taught me yet again was how easy it is to be indifferent to our surroundings and not to have a full appreciation of the beauty around us.
1.How did the writer feel about the questions her European friends asked?
A. ridiculous B. annoyed C. strange D. embarrassed
2.When did the writer’s attitude change about the expedition?
A. When she was traveling along the dirt track.
B. When she received her invitation.
C. When she arrived at the game reserve.
D. When her friend arrived from England.
3.What does the underlined word ‘It’ (in the fourth paragraph) refer to?
A. the pride of lions B. the destination
C. the top of the hill D. the morning light
4.Timothy’s experience as a game ranger was valuable because he ______________
A. could supply a straightforward answer to any question.
B. knew how to frighten the animals.
C. knew the game reserve well.
D. could identify trouble in advance.
5.What does the writer mean by the underlined sentence ‘we had been very lucky indeed’ in the fifth paragraph?
A. They had seen the lions up close. B. They hadn’t been attacked.
C. They had a good guide with them. D. They had gone on a trip.
6.What conclusion does the writer of the text come to?
A. We often do not realize how attractive our environment really is.
B. It is not clever to unnecessarily put ourselves in dangerous situations.
C. We don’t respect wild animals enough.
D. We should protect our surroundings.
