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My Unforgettable School Life

How time flies! My colorful middle school life is nearly ending. Here is what I think of about myself.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

How time files! My colorful middle school life is nearly ending. Here is what I think of about myself. In the past three years, I have learnt a lot of knowledge. I was really grateful to our teache...
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Choose the words or expressions and complete the passage(Ñ¡Ôñ×îÇ¡µ±µÄµ¥´Ê»ò¶ÌÓÍê³É¶ÌÎÄ)

Good morning, ladies and gentlemen,

Today, I am very happy to have a meeting with you. At the meeting we will talk about the problems we have these days. We all know the problems of dogs and the objects falling from windows are getting _____. We have received lots of letters about such problems. So it is time for us to look for possible ways to work out these problems.

Some dog-owners don¡¯t_____their dogs well enough, and they let their dogs make mess on roads and in gardens. This makes the environment dirty. I would like to tell the dog-owners that their behavior (ÐÐΪ) is too bad, and they are making people feel unhappy. We should keep the environment ______.

It is reported that some people throw rubbish out of the____. It is dangerous because falling objects may hurt others. It is_____ the law. We will record the names and addresses of those people who throw objects. Then, a warning will be given and they will be punished by law.

A safe and comfortable living environment is important to us.______we try our best to care for our community, it will be a good place to live in. Thank you for your coming.

1.A. weaker B. worse C. better D. heavier

2.A. take care of B. take hold of C. take away D. take up

3.A. pleasant B. important C. useful D. famous

4.A. meeting B. window C. garden D. problem

5.A. for B. against C. opposite D. within

6.A. If B. Because C. Before D. Unless

1.B 2.A 3.A 4.B 5.B 6.A ¡¾½âÎö¡¿ÊÔÌâ·ÖÎö£º±¾ÎÄÊÇһƪ½²»°¸å£¬Ñݽ²ÕßÖ¸³öÁ˵±Ç°µÄÁ½´óÎÊÌ⣬һÊǹ·Ê¹»·¾³±äµÃ°¹Ô࣬¶þÊÇËæÒâÏò´°ÍⶪÎïÆ·£»¾¡Á¦ÕÕ¹Ë×Ô¼ºµÄÉçÇø£¬ÓªÔìÒ»¸ö°²È«ÊæÊʵÄÉú»î»·¾³ 1.¾äÒ⣺ÎÒÃǶ¼ÖªµÀ¹·ºÍ´°ÍâÅ×ÎïµÄÎÊÌâÕý±äµÃÑÏÖØ¡£¿¼²éÐÎÈݴʱȽϼ¶±æÎö¡£A. weaker΢ÈõµÄ£»B. worse¸ü»µµÄ£¬¶ñ»¯µÄ£»C. better¸üºÃµÄ...

(2016ÈÕÕÕ)

Do you want to get home from work knowing you have made a real difference in someone¡¯s life?

If yes, don¡¯t care about sex or age! Come and join us, then you¡¯ll make it!

Job: Volunteer Social Care Assistant

(No Pay with Free Meals)

Place: Manchester

Hours: Part Time

We are now looking for volunteers to support people with learning disabilities to live active lives! Only 4 days left. Don¡¯t miss the chance of lending your warm hands to help others!

Role£º

You will provide people with learning disabilities with all kinds of help in their daily life. You will help them to develop new skills. You will help them to protect their rights and their safety. Most important of all, you should let them know they are valued.

Skills and Experience Required£º

You will have the right values and great listening skills. You will be honest and patient. You should have the ability to drive a car and to communicate in excellent written and spoken English, since you¡¯ll help those people with different learning disabilities. Previous (ÏÈÇ°µÄ) related experience will be a great advantage for you.

1.What does the underlined part in Paragraph 2 mean?

A. You¡¯ll make others¡¯ life more meaningful with this job.

B. You¡¯ll arrive home from work just in time.

C. You¡¯ll make much money from this job.

D. You¡¯ll succeed in getting this job.

2.The volunteers¡¯ key role is to help people with learning disabilities _____________.

A. get some support B. protect themselves

C. learn some living skills D. know their own value

3.Which of the following is NOT true according to the passage?

A. The volunteers needn¡¯t work all day long. B. Free meals are provided for the volunteers.

C. The volunteers should be over sixteen. D. Only four days are left for those who want to get the job.

4.Which of the following can first be chosen as a volunteer?

A. The one who can drive a car. B. The one who has done similar work before.

C. The one who can speak English very well. D. The one who has patience to listen to others.

5.The passage is meant to _____________.

A. offer a notice B. give a report

C. carry an advertisement D. send an invitation

1.A 2.D 3.C 4.B 5.C ¡¾½âÎö¡¿Õâƪ¶ÌÎÄÊÇÒ»¸öÕÐļ־ԸÕߵĹã¸æ£¬È¥°ïÖúÄÇЩѧϰÓÐÕÏ°­µÄÈËÃÇ¡£ÎÄÕÂÖоßÌå½²ÊöÁËÖ¾Ô¸ÕߵŤ×÷¡¢ÐèÒª¾ß±¸µÄÌõ¼þÒÔ¼°ÆäËûÏà¹ØÊÂÒË¡£ 1.ϸ½ÚÀí½âÌâ¡£¸ù¾ÝÉÏÎÄDo you want to get home from work knowing you have made a real difference in someone...

Do equations and historical( ÀúÊ·µÄ) facts give you a headache? A change in the school timetable

(¿Î³Ì±í) may be the cure.

This suggestion is based on a recent study carried out by scientists from Royal Holloway, University of London, the UK. They found that teenagers could get higher marks in math if they studied in the mornings and better grades in history if they were taught in the afternoons.

The researchers studied students¡¯ grade reports, class timetables and absence rates( ȱϯÂÊ) at a

middle school in Bulgaria over nine years. The results showed that when teenagers had math classes earlier in the day, they scored about 7 percent higher in tests than when taught in the afternoon. Lower-ability students feel stressed most when they were studying math in the afternoon. In history, students taught in the afternoon scored about 6 percent higher than when they were taught in the

morning. However, there was no sign that similar patterns( ģ ʽ ) work for other subjects such as

languages or geography.

Velichka Dimitrova, who did the study, said the findings show that we perform( ±í ÏÖ ) better at

different times of the day. ¡°In the morning, our brains are better and fresher, so we are better at doing something like problem solving, where we require more speed and attention¡± Dimitrova told The Telegraph. ¡°In the afternoon, it seems that this process slows down. On the other hand, history is more suitable for the afternoon, when we are more creative and open to discussion,¡± she said. Subjects such as foreign languages require both memory and creativity. This is perhaps why the time of day had no influence on language learning.

Time-of-day influences such as these are believed to have something to do with the body clock.

This is the system in our bodies that controls when we need to sleep. Some schools in the US and UK have tried later school starting times for teenagers, whose body clocks change as they grow into adults. Dimitrova believes schools should jump at this chance to improve their students¡¯ performance just by changing their timetables.

1.In which classes do you learn equations (Paragraph 1) according to the passage?

A. Maths B. Geography C. English D. History

2.According to the new study, .

A. afternoon classes lowered students¡¯ performance in history

B. school timetables have an influence on every subject

C. it was better for students to learn math in the morning

D. lower-ability students preferred to start school earlier

3.What¡¯s the main idea of Paragraph 4?

A. It shows the importance of studying different subjects at different times of the day.

B. It introduces the best time to do things that require memory and creativity.

C. It encourages students to change their study methods for better results.

D. It explains how school timetables affect people¡¯s study performance.

4.According to Dimitrova, .

A. rearranging(ÖØа²ÅÅ) school timetables is the best way to improve students¡¯ test scores

B. schools should follow advice from the study and actively change their timetables

C. most schools don¡¯t have enough resources to support timetable changes

D. schools should think twice before changing their class timetables

5.What is the best title of this passage?

A. Time to change the timetable.

B. A survey carried out successfully.

C. Secrets of learning math and history well.

D. Body clocks influence grades.

1.A 2.C 3.D 4.B 5.A ¡¾½âÎö¡¿±¾ÎĽéÉÜÁ˲»Í¬µÄʱ¼ä¶ÔѧÉúµÄÓ°Ï첻ͬ¡£Ó¦¸Ã¸ù¾ÝÑо¿½á¹ûÀ´µ÷Õûʱ¼ä±í¡£ 1.´ÊÒâ²Â²âÌâ¡£Óɾä×ÓDo equations and historical( ÀúÊ·µÄ) facts give you a headache?·½³ÌºÍÀúÊ·ÊÂʵ»áÈÃÄãÍ·ÌÛÂ𣿿ÉÖª£¬ÎÒÃÇÔÚÊýѧ¿ÎÉÏÄܹ»Ñ§µ½·½³Ì¡£Òò´ËAÕýÈ·¡£ 2.ϸ½ÚÀí½âÌâ¡£¸ù¾ÝT...

Peter's job was to examine cars when they crossed the frontier to make sure that they were not smuggling anything into the country. Every evening he would see a factory worker coming ______ the hill towards the frontier£¬ pushing a bike with a pile of goods of old straw on it. When the bike ______ the frontier£¬ Peter would stop the man and ______ him take the straw off and untie it. Then he would examine the straw very ______ to see ______ he could find anything£¬ after which he would look in all the man¡¯s pockets ______ he let him tie the straw again. The man would then put it on his bike and go off down the hill with it. Although Peter was always ______ to find gold or other valuable things ______ in the straw£¬ he never found ______. He was sure the man was ______ something£¬but he was not able to think out what it could be.

Then one evening£¬ after he had looked ______ the straw and emptied the worker's pockets ______ usual£¬ he said to him£¬¡°Listen£¬I know you are smuggling things ______ this frontier. Won¡¯t you tell me what it is?I'm an old man£¬ and today¡¯s my last day on the ______. Tomorrow I'm going to retire. I promise I shall not tell anyone if you tell me what you¡¯ve been smuggling.¡± The worker did not say anything for ______. Then he smiled£¬ turned to Peter and said quietly£¬¡°Bikes.¡±

1.A. towards B. down C. to D. up

2.A. arrived B. appeared C. came D. reached

3.A. ask B. order C. make D. call

4.A. carefully B. quickly C. silently D. horribly

5.A. that B. where C. how D. whether

6.A. before B. after C. firs t D. so

7.A. lucky B. hoping C. thinking D. wondering

8.A. had been B. hidden C. hiding D. have been

9.A. nothing B. something C. everything D. anything

10.A. taking B. smuggling C. stealing D. pushing

11.A. through B. thoroughly C. upon D. up

12.A. like B. more C. then D. as

13.A. cross B. past C. across D. into

14.A. thing B. work C. job D. duty

15.A. moment B. long time C. sometime D. some time

1.D 2.D 3.C 4.A 5.D 6.A 7.B 8.B 9.D 10.B 11.A 12.D 13.C 14.C 15.D ¡¾½âÎö¡¿Õâƪ¶ÌÎĽ²ÊöµÄÊÇPeterÔڱ߾³¼ì²éÆû³µ£¬·ÀÖ¹ËûÃÇ×ß˽¡£Ã¿ÌìËû¶¼¿´µ½Ò»¸ö¹¤ÈËÍÆ×Å×ÔÐгµ¹ý±ß¾³£¬ËûÈ·¶¨Õâ¸öÈËÔÚ×ß˽¶«Î÷£¬µ«È´²é²»µ½Ëûµ½µ××ß˽ʲô¡£ÔÚËû¹¤×÷µÄ×îºóÒ»Ì죬ËûÎÊÁË...

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