—May I help you? You seem to be having some problems.
— , thanks. I think I can manage.
A. All right B. No problem C. It’s all right D. There’s no way
Carl is studying food science at college and hopes to open up meat processing factory of his own one day.
A. / ; a B. / ；the C. the; a D. the; the
Directions: Write an English composition in 120 - 150 words according to the instructions given
below in Chinese.
上周一，你在一所小学观摩了小女孩Amy所在班级的两堂绘画课（如图所示），回家后你用英语写了一篇日记，内容包括：
● 对两堂绘画课的具体描述；
● 你从中获得的启发。
Directions: Translate the following sentences into English, using the words given in the brackets.
1.她五年前开始拉小提琴。(play)
2.由于天气恶劣，航班延误了好几个小时。(owing)
3.每位设计师都希望自己的作品能经受时间的考验。(stand)
4.能否抵御网络游戏的诱惑是摆在中学生面前的一道难题。(It)
5.在展览会上，公司销售经理展示了孩子们翘首以盼的新型电子玩具。(demonstrate)
Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.
While contact between adolescents (between the ages of fifteen and nineteen) and their peers (同龄人) is a universal characteristic of all cultures, the nature and the degree of such contact vary a great deal. In American contemporary society, adolescents spend much more time with their peers than with younger children or adults.
This pattern of age segregation(隔离) in American society did not become usual until the beginning of the industrialized society. Changes in the workplace separated children from adults, with adults working and children attending school. The dramatic increase of mothers in the workplace has further contributed to the reduction in the amount of time adolescents spend with adults. School reform efforts during the nineteenth century, which resulted in age-segregated schools and grades, have reduced the amount of time adolescents spend with younger children. Finally, the changes in population are considered a factor that may have contributed to the emergence of adolescent peer culture. From 1955 t0 1975, the adolescent population increased dramatically, from 11 percent t0 20.9 percent. This increase in the number of adolescents might be a contributing factor to the increase in adolescent peer culture in terms of growth in size.
Research supports the view that adolescents spend a great deal of time with their peers. Reed Larson and his colleagues examined adolescents' daily activities and found that they spend more time talking to their friends than engaging in any other activity. In a typical week, high school students will spend twice as much time with their peers as with adults. This gradual withdrawal from adults begins in early adolescence. In sixth grade, adults (excluding parents) account for only 25 percent of adolescent social networks. Another important characteristic of adolescent peer culture is its increasingly autonomous (白治的) function. While childhood peer groups are conducted under the close supervision of parents, adolescent peer groups typically make an effort to escape adult supervision and usually succeed in doing so.
(Note: Answer the questions or complete the statements in NO MORE THAN EIGHT WORDS.)
1."This pattern of age segregation" refers to the phenomenon that adolescents segregate themselves from
2.Besides changes in the workplace, are the other two factors contributing to adolescent peer culture.
3.When do adolescents start to spend less time with adults?
4.How do adolescent peer groups differ from childhood peer groups?
Directions: Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading which you do not need.
A. When a child should learn to read B. Why it is fun to teach a child reading C. What if a child has reading problems D. How you prepare a young child for reading E. What is the best way to teach a child reading F. Whether reading early promises later achievements |
1. ______________
Learning to read early has become one of those indicators — in parents' minds at least – that their child is smart. In fact, reading early has very little to do with whether a child is successful academically. Research has shown that difficulty with reading is often due not to inferior intelligence but to differences in the developmental wiring of each individual child. In some cases, there are neurological problems and developmental lags that can be overcome with proper training.
2.______________
Traditionally, American schools teach children at age six, but many schools begin teaching informally in kindergarten and pre-kindergarten. If parents start too early to encourage reading, and a child does not immediately succeed, the parent has a hard time relaxing and letting the child go at his or her own pace.
3.___________
Over the years, research has proved that the use of both the “whole language" method and the "phonic" method works best for a child to master reading. While the whole language approach, which includes reading to children and getting them interested in both the activity of reading and the story they are reading, is helpful, phonics must be taught. Children must be taught that one of the squiggles they see is a "p" and another a "b". Getting the print off the page requires a different ability than being able to understand the meaning of what is written.
4._______________
You can start developing the skills needed in reading at a very young age without putting any pressure on children. Besides reading to them, parents can start "ear training" their child by playing thyme games. This develops the child's ability to recognize different sounds. In reading to children, parents also can point to words as they go, teaching the child that the funny lines on the page are the words you are saying. All this should be a fun activity.
5._____________
Once a child is in school, the learning of reading is inevitably more serious. For children who have some kind of reading difficulty, you must get a professional diagnosis. While the teacher might say the child is merely disinterested but will get over it, disinterest or poor performance in reading can stem from a number of things, some being very specific learning disabilities that can be identified and worked on. But it is very tricky for parents to deal with their own child's learning disabilities.
