Book 1: Diary of a Fly—By Doreen Cronin
40 pages, US $15. 99
This is the diary of a fly. The fly, when she’s not landing on your head or swimming in your soup, is trying to escape her 327 siblings who are driving her crazy. Even though she’s little—just like her best friends, Worm and Spider— she wants to be a superhero. This is the story of a little fly who’s unafraid to dream big.
Book 2: Iggy Peck, Architect—By Andrea Beaty
32 pages, US $15.95
This book is a story about a kid whose head teacher doesn’t recognize his great talent (though he makes buildings out of anything at hand, including table cloths, fruit and chalk) until it saves her life. With Andrea Beatty’s rhyming text and David Roberts’s interesting illustrations (插图), it will charm creative kids everywhere.
Book 3: The Chicken-Chasing Queen of Lamar County—By Janice N. Harrington
40 pages, US $16.00
Our character here loves to run after chickens, particularly Miss Hen, who’s very fat. But, as all farming folks know, this is not a good way to produce happy, productive chickens. What will make her change her ways? The author is a professional storyteller and this book is full of fun, and has great illustrations.
Book 4: Cherry and Olive—By Benjamin Lacombe
32 pages, US $16.95
Children’s books can quickly take little readers into new worlds, such as the big city, 1930s Georgia, or outer space. This book takes us on a little trip to some European capitals. Cherry is fat and likes books, and she has few friends until she meets a SharPei puppy (沙皮狗). She names it Olive. Through it she finds confidence and friendship. But what will happen when its owner returns?
1.What do we know about the fly in Book 1?
A. She is brave and ambitious.
B. She is stupid but interesting.
C. She is loyal and courageous.
D. She is honest but stubborn.
2.What can we learn from the text?
A. Book 4 is the cheapest of the four books.
B. Both Book 2 and Book 3 contain many pictures.
C. The fly in Book1enjoys staying with her siblings.
D. The head teacher in Book 2 thinks highly of the kid.
3.The books mentioned above are intended for .
A. parents
B. children
C. animal lovers
D. architects
假设你是红星中学高三学生李华，请根据以下四幅图的先后顺序，用英语写一篇日记。记述上周末你和你的英国朋友Jim用微信支付购物的过程。
注意：词数不少于60。
提示词：二维码QR code; 糖葫芦candy-coated haws(tanghulu)
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你班英语课上以“I Have A Dream”为题进行“说”的练习，请你写一份讲稿，内容包括：
1．你的梦想是什么；
2．你为何有此梦想；
3．你如何实现梦想。
注意：1．词数不少于50；
2．开头和结尾已给出，不计入总词数。
Hello, everybody! __________________________________________________________________________
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Thank you.
Sleep and Teens--Biology and Behavior
How much sleep do teens need? And how much sleep are they realistically getting? Based on current data, most teens need about 9-plus hours to have the best or most suitable sleep night. 1.
Many factors combine to decrease sleep in adolescents. We can think in general of two major factors: biological, the brain processes that regulate the amount and timing of sleep, and behavior, all the psychological, parental, societal, cultural features of teen’s life.
2.These changes lay the ground work for the biological night to occur later during the teen years than before. Circadian Rhythms (daily biological clock) seems to slow down as young people progress through the middle school years. At the same time, the sleep pressure system appears to change in a way that makes it easier to stay awake longer, though without changing the amount of sleep that is needed.
Moreover, many teens have a "technological playground" in their bedrooms: television, computer with 24/7 Internet access, telephones, electronic game stations, MP3 players, and so forth. These technologies provide instant and constant contact with peers. Societal and media pressure to consume these technologies is now higher than ever. Yet society also requires that teens go to school at a time of day that is at odds with their biological and social lives. So we see teens turn to caffeine, late-night Internet and cramming in activity after activity as a means to keep awake. 3.
Problems emerge for lack of sleep. 4.For some, grades begin to suffer as they struggle to keep awake during class and while doing homework. And others may simply feel moody, never knowing how to feel or do their best. Worse still, many teens suffer from both physical and mental illness.
5.The earlier teens can start this good sleep habit, the easier it will be for them to stay healthy, happy and smart.
A. Sleep experts recommend teens keep consistent sleep and wake schedule.
B. Teens may schedule sleep like any other daily activity and make sleep a priority.
C. Then they are trapped into a terrible situation where they would never get enough sleep.
D. The sleep-wake bio-regulatory factors appear to change significantly during adolescence.
E. Some teenagers struggle to wake up in the morning, often resulting in late or missed school.
F. Teens may be driven to things that can wake them up because they'll fall asleep if they do not.
G. However, it is indicated that most teens fall short of this goal, many by a considerable amount.
Science is finally beginning to embrace animals who were, for a long time, considered second-class citizens.
As Annie Potts of Canterbury University has noted, chickens distinguish among one hundred chicken faces and recognize familiar individuals even after months of separation. When given problems to solve, they reason: hens trained to pick colored buttons sometimes choose to give up an immediate food reward for a slightly later (and better) one. Healthy hens may aid friends, and mourn when those friend die.
Pigs respond meaningful to human symbols. When a research team led by Candace Croney at Penn State University carried wooden blocks marked with X and O symbols around pigs, only the O carriers offered food to the animals. The pigs soon ignored the X carriers in favor of the O’s. Then the team switched from real-life objects to T-shirts printed with X or O symbols. Still, the pigs walked only toward the O-shirted people: they had transferred their knowledge to a two-dimensional format, a not inconsiderable feat of reasoning.
I’ve been guilty of prejudiced expectations, myself. At the start of my career almost four decades ago, I was firmly convinced that monkeys and apes out-think and out-feel other animals. They’re other primates(灵长目动物), after all, animals from our own mammalian(灵长目动物) class. Fairly soon, I came to see that along with our closest living relatives, whales too are masters of cultural learning. and elephants express profound joy and mourning with their social companions. Long-term studies in the wild on these mammals helped to fuel a viewpoint shift in our society: the public no longer so easily accepts monkeys made to undergo painful procedure in laboratories, elephants forced to perform in circuses, and dolphins kept in small tanks at theme parks.
Over time, though, as I began to broaden out even further and explore the inner lives of fish, chickens, pigs, goats, and cows, 1 started to wonder: Will the new science of "food animals" bring an ethical (伦理的) revolution in terms of who we eat? In other words, will our ethics start to catch up with the development of our science?
Animal activists are already there, of course, committed to not eating these animals. But what about the rest of us? Can paying attention to the thinking and feeling of these animals lead us to make changes in who we eat?
1.According to Annie Potts, hens have the ability of .
A. interaction
B. analysis
C. creation
D. abstraction
2.The research into pigs shows that pigs .
A. learn letters quickly
B. have a good eyesight
C. can build up a good relationship
D. can apply knowledge to new situations
3.Paragraph 4 is mainly about .
A. the similarities between mammals and humans
B. the necessity of long-term studies on mammals
C. a change in people’s attitudes towards animals
D. a discovery of how animals express themselves
4.What might be the best title for the passage?
A. The Inner Lives of Food Animals
B. The Lifestyles of Food Animals
C. Science Reports on Food Animals
D. A Revolution in Food Animals
Norman Garmezy, a development psychologist at the University of Minnesota, met thousands of children in his four decades of research. A nine-year-old boy in particular stuck with him. He has an alcoholic mother and an absent father. But each day he would walk in to school with a smile on his face. He wanted to make sure that “no one would feel pity for him and no one would know his mother’s incompetence.” The boy exhibited a quality Garmezy identified as “resilience”.
Resilience presents a challenge for psychologists. People who are lucky enough to never experience any sort of adversity (逆境) won't know how resilient they are. It's only when they're faced with obstacles, stress, and other environmental threats that resilience, or the lack of it, comes out. Some give in and some conquer.
Garmezy's work opened the door to the study of the elements that could enable an individual’s success despite the challenges they faced. His research indicated that some elements had to do with luck, but quite large set of elements was psychological, and had to do with how the children responded to the environment. The resilient children had what psychologists call an “internal lens of control(内控点)”. They believed that they, and not their circumstances, affected their achievements. The resilient children saw themselves as the arrangers of their own fates.
Ceorge Bonanno has been studying resilience for years at Columbia University's Teachers College. He found that some people are far better than others at dealing with adversity. This difference might come from perception(认知) whether they think of an event as traumatic(创伤), or as an opportunity to learn and grow. “Stressful” or “traumatic” events themselves don't have much predictive power when it comes to life outcomes. "Exposure to potentially traumatic events does not predict later functioning,” Bonanno said. "It's only predictive if there's a negative response.” In other words, living through adversity doesn't guarantee that you'll suffer going forward.
The good news is that positive perception can be taught. "We can make ourselves more or less easily hurt by how we think about things," Bonanno said. In research at Columbia, the neuroscientist Kevin Ochsner has shown that teaching people to think of adversity in different ways—to reframe it in positive terms when the initial response is negative, or in a less emotional way when the initial response is emotionally “hot”—changes how they experience and react to the adversity.
1.According to the passage, resilience is an individual's ability________.
A. to think critically B. to decide one’s own fate
C. to live a better life D. to recover from adversity
2.What does the underlined word “they” in Paragraph 3 refer to?
A. The psychologists B. The resilient children
C. Positive elements D. Internal locus of control
3.According to Paragraph 4, we can learn that____________.
A. your positive perception may turn adversity around
B. stressful events are more predictive than delightful events
C. experiencing adversity predicts that you will go on suffering
D. a negative response doesn't guarantee you will suffer all the time
4.What is the author's purpose of writing this passage?
A. To teach people how to be resilient.
B. To encourage people to live through adversity.
C. To indicate people’s perception varies from each other.
D. To compare different research findings about resilience.
