There’s no such thing as living alone. Never mind if you’re 1. only person in your house and have no dog, no cat, not even fish. You still have got several billion 2. - and so do we all. Some of the 题目和参考答案——青夏教育精英家教网—

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There’s no such thing as living alone. Never mind if you’re 1. only person in your house and have no dog, no cat, not even fish. You still have got several billion 2.(roommate) — and so do we all. Some of them are harmless, some are 3.(actual) helpful and some could even kill you. They are, of course, bacteria, fungi(菌类) and viruses, and like it or not, they’re on you, around you, and deeply inside you. The fact that bacteria life is everywhere is not 4.(surprise). It’s something you 5.(learn) from your childhood when your mother told you not to drink water from someone else’s glass. There are lots of bacteria 6. are living in your tea kettle. There are bacteria 7. (sleep) with you on your bed. Scientists are beginning 8. realize) the richness of the microbiome(微生物群系) — which is as complex as the ones 9. (find) in oceans, rainforests, deserts and woodlands. Your house has a microbiome and 10. do you.

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After years of sales growth, major publishers reported a fall in their e-book sales for the first time this year, introducing new doubts about the potential of e-books in the publishing industry. Yet despite the increasing realization that digital and print can easily coexist in the market, the question of whether the e-book will “kill” the print book continues to surface. It doesn’t matter if the intention is to predict or dismiss this possibility; the potential disappearance of the book does not stop to inspire our imagination.

After television was invented, many claimed radio would die. But radio ended up surviving by finding new uses; people started listening in cars, during tram rides and on factory floors. The myth of the disappearing book isn’t new, either. As early as 1894, there was guess that they’d be replaced by what we today call audiobooks. This happened again and again. Movies, radio, television, and smartphones—all conspired to destroy print books as a source of culture and entertainment. It is not by chance that the idea of the death of the book surfaces in moments of technological change.

We create emotional bonds with media as they become an integral part of our life. The emergence of a new technology —like e-readers — doesn’t just in indicate economic and social change. It also causes us to adjust our relationship with something that has become an integral part of our day-to-day life.

The ones who still worry for the disappearance of print books may rest assured: Books have endured many technical revolutions and are in the best position to survive this one. Yet the myth of the disappearing medium will continue to provide an appealing narrative about both the power of technology and our dislike to change. Easy to remember and to spread, the story of the death of media reflects our excitement for the future, as well as our fear of losing parts of our intimate world一and finally, of ourselves.

1.What do people tend to believe according to the text?

A. Print books will disappear in the end.

B. It is unwise to invest in e-books.

C. Digital and print will exist all the time.

D. The death of books is just an imagination.

2.What can we learn from the second paragraph?

A. The forms of books change with new technology.

B. Books have a bright digital future actually.

C. Culture will disappear with the end of books.

D. The idea of book death follows technological changes.

3.What does the myth of disappearing books reflect?

A. Our doubt about the power of technology.

B. Our fear of losing ourselves in society.

C. Our preference for new technology.

D. Our pleasure of experiencing technical revolutions.

假定你是李华，你的班级决定组织同学们5月30日端午节(the Dragon Boat Festival) 一起骑自行车去西湖观看龙舟比赛。请你给外教史密斯先生写封邮件邀请他上午8:00 在学校门口集合，一同前往，感受中国传统文化。

注意：

1.词数100左右；

2.可适当增加细节，以使行文连贯。

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On Saturday morning, every boy in town was happy, except Tom sawyer. Tom’s aunt said he had to paint the fence. It was thirty yards long and three yards high! Tom painted a small corner, and then he sat down under a tree to have a rest.

Soon the boy who were free would come along and make fun of him. Just then, he had a wonderful idea. He picked up his brush and went back to work.

Ben Rogers came along the road. He sang happily, with an apple in one hand.

“I’m going swimming,” said Ben. “Do you want to come? Oh, but you have to work, don’t you?” “Work?” he said. “I don’t think that this is work. It’s fun. Does a boy get a chance like this every day?”

Ben thought about this. Tom went on painting. Ben was watching Tom’s every move. He was getting more and more interested.

After awhile, he said, “Tom, will you let me do some painting?”

Tom said, “No, Ben, I can’t. You see, Aunt Polly wants it to be done properly. I’m the only one that can do it right.”

“Oh, please, Tom,” begged Ben. “I’ll be really careful. I’ll give you half of my apple. I’ll give you all of it!”

“Well, all right, Ben,” said Tom. “But you must be careful.”

He gave Ben his brush with worry on his face but joy in his heart. He sat down again under the tree, and started to eat Ben’s apple.

All day, boys passed by and wanted to paint. When Ben got tired, Billy Fisher began to paint. He gave Tom a kite which he liked. Then Johnny Miller gave him twelve marbles, and so on.

That afternoon, Tom got many toys, and the fence gained three coats of paint. Aunt Polly was so pleased when she saw the painted fence that she gave him a large cake!

1.How did Tom feel when he began to paint the fence?

A. He felt very grateful. B. He felt responsible.

C. He felt unhappy. D. He felt energetic.

2.Tom’s wonderful idea was to ________.

A. work as quickly as possible

B. fool other boys into doing his work

C. persuade other boys to work with him

D. offer apples to get help from other boys

3.Tom got a kite from _______.

A. Ben Rogers B. Billy Fisher

C. Johnny Miller D. Aunt Polly

4.What does the underlined word “it” refer to?

A. the apple B. Tom’s every move

C. Ben’s request D. the fence

5.Aunt Polly was _______ with Tom’s work.

A. satisfied B. disappointed

C. angry D. familiar

The African elephant, which is the largest land animal remaining on earth, is of great importance to African ecosystem. Unlike other animals, the African elephant is to a great extent the builder of its environment. As a big plant-eater, it largely shapes the- forest-and-savanna (大草原) surroundings in which it lives, therefore setting the terms of existence for millions of other animals that live in its habitat.

It is the elephant's great desire for food that makes it a disturber of the environment and an important builder of its habitat. In its continuous search for the 300 pounds of plants it must have every day, it kills small trees and under-bushes, and pulls branches off big trees. This results in numerous open spaces in both deep tropical forests and in the woodlands that cover part of the African savannas. In these open spaces are numerous plants in various stages of growth that attract a variety of other plant-eaters.

Take the rain forests for example. In their natural state, the spreading branches overhead shut out sunlight and prevent the growth of plants on the forest floor. By pulling down trees and eating plants, elephants make open spaces, allowing new plants to grow on the forest floor. In such situations, the forests become suitable for large hoofed plant-eaters to move around and for small plant-eaters to get their food as well.

What worries scientists now is that the African elephant has become an endangered species. If the elephant disappears, scientists say, many other animals will also disappear from vast areas of forest and savanna, greatly

changing and worsening the whole ecosystem.

1.What is the passage mainly about?

A. Disappearance of African elephants.

B. The effect of African elephants' search for food.

C. Forests and savannas as habitats for African elephants.

D. The eating habit of African elephants.

2.What does the underlined phrase "setting the terms" most probably mean?

A. Fixing the time. B. Deciding the conditions.

C. Improving the quality. D. Worsening the state.

3.What do we know about the open spaces in the passage?

A. They result from the destruction of rain forests.

B. They provide food mainly for African elephants.

C. They are attractive to plant-eating animals of different kinds.

D. They are home to many endangered animals.

4.The passage is developed mainly by_____

A. giving examples

B. pointing out similarities and differences

C. describing the changes in space order

D. showing the effect and then explaining the causes

Early one morning, more than a hundred years ago, an American inventor called Elias Howe finally fell asleep. He had been working all night on the design of a sewing machine but he had run into a very difficult problem: It seemed impossible to get the thread to run around the needle without any problems.

Though he was tired, Howe slept badly. He turned and turned. Then he had a dream. He dreamt that he had been caught by terrible savages whose king wanted to kill him and eat him unless he could build a perfect sewing machine. When he tried to do so, Howe ran into the same problem as before. The thread kept getting caught around the needle. The king flew into the cage and ordered his soldiers to kill Howe. They came up towards him with their spears raised. But suddenly the inventor noticed something. There was a hole in the tip of each spear. The inventor awoke from the dream, realizing that he had just found the answer to the problem. Instead of trying to get the thread to run around the needle, he should make it run through a small hole in the center of the needle. This was the simple idea that finally made Howe design and build the first really practised sewing machine.

Elias Howe was not the only one in finding the answer to his problem in this way. Thomas Edison, the inventor of the electric light, said his best ideas came into him in dreams. So did the great physicist Albert Einstein. Charlotte Bronte also drew in her dreams in writing Jane Eyre.

To know the value of dreams, you have to understand what happens when you are asleep. Even then, a part of your mind is still working. This unconscious(无意识的), but still active part understands your experiences and goes to work on the problems you have had during the day. It stores all sorts of information that you may have forgotten or never have really noticed. It is only when you fall asleep that this part of the brain can send messages to the part you use when you are awake. However, the unconscious part acts in a special way. It uses strange images which the conscious part may not understand at first. This is why dreams are sometimes called “secret messages to ourselves”.

1.The problem Howe was trying to solve was________.

A. what kind of thread to use

B. how to design a needle which would not break

C. where to put the needle

D. how to stop the thread from getting caught around the needle

2.Thomas Edison is spoken of because________.

A. he also tried to invent a sewing machine

B. he got some of his ideas from dreams

C. he was one of Howe’s best friends

D. he also had difficulty in falling asleep

3.Dreams are sometimes called “secret messages to ourselves” because ________.

A. strange images are used to communicate ideas

B. images which have no meaning are used

C. we can never understand the real meaning

D. only specially trained people can understand them

Think for a moment about the teachers you’ve had at junior or senior high school. Which one did you like best? And why? Were the teachers you liked best also the ones who were the best teachers, in your opinion? 1.And then begin to read further.

Some very common answers to this question are that teachers need to love their students, that they need to have expert knowledge of their subjects and that they should devote themselves completely to their work. All of these ideas are, of course, true to a certain extent.2.

It’s impossible for anyone to love everyone he knows, and teachers deal with a very large number of students over the years. On the other hand, teachers should certainly be able to make their students feel that they’re interested in them as people. 3. A deep knowledge of the subject is especially important.4. That’s to say, a teacher needs to be trained in the skills of teaching. These skills include how to control a class. Finally, teachers have to devote a lot of time and energy to their work, of course. However, because they’re also models that their students must follow, it’s important that they should be well-balanced people with interests outside their school work—families, friends, hobbies, etc. 5.

A.They’re perhaps a little too simple.

B.Students ask too much from teachers.

C.Well- qualified teachers should be educated and capable.

D.Consider for a minute the qualities that make a teacher outstanding.

E.A teacher who only lives for work is likely to become narrow-minded.

F.Equally important is the ability to pass that knowledge on to the students effectively.

G.They also pay attention to the development of both their brains and their characters.

Third-Culture Kids

Did you grow up in one culture, your parents came from another, and you are now living in a totally different country? If so, then you are a third-culture kid!

The term “third-culture kid” (or TCK) was coined in the 1960s by Dr. Ruth. She first came across this phenomenon when she researched North American children living in India. Caught between two cultures, they form their very own. 1. About 90 percent of them have a university degree, while 40 percent pursue a postgraduate or doctor degree. They usually benefit from their intercultural experience, which helps them to grow into successful academics and professionals.

2. In fact many hardships may arise from this phenomenon. A third-culture kid may not be able to adapt themselves completely to their new surroundings as expected. Instead, they may always remain an outsider in different host cultures. Max, for example, experienced this fundamental feeling of strangeness throughout his life as a third-culture kid. 3. While this can be a way to create a network of friends all around the world, it can be difficult for a third-culture kid like Max to maintain close friendships and relationships.

For a third-culture kid, it is often easier to move to a new foreign country than to return to their “home” country. After living in Australia and South Korea for many years, Louis finally returned to Turkey as a teenager. But she felt out of place when she returned to the country where she was born. 4. She did not share the same values as her friends’ even years after going back home.

While a third-culture kid must let go of their identity as foreigner when he/she returns, the home country can prove to be more foreign than anything he/she came across before. The peer group they face does not match the idealized image children have of “home”.5.

As a part of the growing “culture”, TCKs may find it a great challenge for them to feel at home in many places.

A. Yet being a third-culture kid is not always easy.

B. In general, they often reach excellent academic results.

C. This often makes it hard for them to form their own identity.

D. However, their parents can help them see the opportunities of a mobile lifestyle.

E. Their experience abroad helps them to gain a better understanding of cultural differences.

F. Unlike other teens of her age, she didn’t know anything about current TV shows or fashion trends.

G. Additionally, making new friends and saying goodbye to old ones will at some point become routine for a third-culture kid.

Children find meanings in their old family tales．

When Stephen Guyer’s three children were growing up, he told them stories about how his grandfather, a banker, 1 all in the 1930s, but did not lose sight of what he valued most. In one of the darkest times 2 his strong-minded grandfather was nearly 3 , he loaded his family into the car and 4 them to see family members in Canada with a 5 , “there are more important things in life than money”.

The 6 took on a new meaning recently when Mr. Guyer downsized to 7 house from a more expensive and comfortable one. He was 8 that his children, a daughter, 15, and twins, 22, would be upset．To his surprise, they weren’t. 9 , their reaction echoed (共鸣) their great-grandfather’s．What they 10 was how warm the people were in the house and how 11 of their heart was accessible.

Many parents are finding that family stories have surprising power to help children

12 hard times. Storytelling experts say the phenomenon reflects a growing 13 in telling tales, evidenced by a rise in storytelling events and festivals.

A university 14 of 65 families with children aged from 14 to 16 found kids’ ability to 15 parents’ stories was linked to a lower rate of anger and anxiety.

The 16 is telling the stories in a way children can 17 . We’re not talking here about the kind of story that 18 , “ When I was a kid, I walked to school every day uphill both ways, barefoot in the snow.” Instead, we should choose a story suited to the child’s 19 , and make eye contact (接触) to create “a personal experience”. We don’t have to tell children 20 they should take from the story and what the moral is.

1.A．missed B．lost C．forgot D．ignored

2.A．when B．while C．how D．why

3.A．friendless B．worthlessC．penniless D．homeless

4.A．fetchedB．allowedC．expected D．took

5.A．hope B．promiseC．suggestion D．belief

6.A．tale B．agreementC．arrangement D．report

7.A．large B．small C．new D．grand

8.A．surprisedB．annoyedC．disappointedD．worried

9.A．Therefore B．Besides C．Instead D．Otherwise

10.A．talked aboutB．cared aboutC．wrote aboutD．heard about

11.A．much B．many C．little D．few

12.A．beyondB．over C．behindD．through

13.A．argument B．skill C．interest D．anxiety

14.A．study B．design C．committeeD．staff

15.A．provide B．retell C．supportD．refuse

16.A．trouble B．gift C．fact D．trick

17.A．perform B．write C．bear D．question

18.A．meansB．ends C．begins D．proves

19.A．needs B．activities C．judgmentsD．habits

20.A．that B．what C．which D．whom

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