题目内容

A Guide to the University

Food

The TWU Cafeteria is open 7 a.m. to 8 p.m. It serves snacks, drinks, ice cream bars and meals. You can pay with cash or your ID cards. You can add meal money to your ID cards at the Front Desk. Even if you do not buy your food in the cafeteria, you can use the tables to eat your lunch, to have meetings and to study.

If you are on campus in the evening or late at night, you can buy snacks, fast food, and drinks in the Lower Café located in the bottom level of the Gouglas Centre. This area is often used for entertainment such as concerts, games or TV watching.

Relaxation

The Globe, located in the bottom level of McMillan Hall, is available for relaxing, studying, cooking and eating. Monthly activities are held here for all international students. Hours are 10 a.m. to 10 p.m, closed on Sundays.

Health

Located on the top floor of Douglas Hall, the Wellness Centre is committed to physical, emotional and social health. A doctor and nurse is available if you have health questions or need immediate medical help or personal advice. The cost of this is included in your medical insurance. Hours are Monday to Friday, 9 a.m. to noon and 1:00 to 4:30 p.m.

Academic Support

All students have access to the Writing Centre on the upper floor of Douglas Hall. Here, qualified volunteers will work with you on written work, grammar, vocabulary, and other academic skills. You can sign up for an appointment on the sign-up sheet outside the door, two 30-minute appointments per week maximum. This service is free.

Transportation

The TWU Express is a shuttle service. The shuttle transports students between campus and the shopping center, leaving from the Mattson Centre. Operation hours are between 8 a.m. and 3 p.m. Saturdays only. Round trip fare is $1.

1.What can you do in the TWU Cafeteria?

A. Have meals and meet with friends.

B. Buy drinks and enjoy concerts.

C. Do homework and watch TV.

D. Add money to your ID and play chess.

2.Where and when can you cook your own food?

A. The Lower Café, Sunday. B. The Globe, Friday.

C. The TWU Cafeteria, Friday. D. The McMillan Hall, Sunday.

3.How can you seek help from the Writing Centre?

A. By applying online. B. By calling the center.

C. By going to the center directly. D. By filling in a sign-up form.

4.What is the function of TWU Express?

A. To carry students to the lecture halls.

B. To transport students to and from the stores.

C. To take students to the Mattson Centre.

D. To provide students with campus tours

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Once upon a time, there was a beautiful bird, which had always wondering what Hell(地狱) was. When she was little, her mother always told her that if she didn’t get the hang of the flying skills, she would go to Hell. She was so puzzled that she always asked others what Hell looked like, but no one was sure, because none of them had ever been there. Some said Hell was a place full of water, and others told her that Hell was full of burning fire. However, the bird knew they were lying. She wanted to find out what Hell was.

When other birds were learning flying skills, she always hid herself and watched them. She thought in this way she could go to Hell and see what Hell looked like. However, she spent so little time learning flying skills that one day she was caught by a little boy. The little boy gave her to his grandpa in the countryside as a gift. The old man liked her very much. He made a beautiful cage(笼子) and put her in it. The bird was very worried because she thought she couldn’t find out what Hell was like staying in this small cage. However, she couldn’t escape. Day after day, she just stayed in the cage, watching other birds flying. She lost her freedom and she became sadder and sadder. At last, she became ill. The old man finally opened the cage, but she was too weak to fly. Lying on the ground, she thought of the question that she ever asked all the time.

“What does Hell look like?”

“Hell is a small well-decorated cage.” Before she closed her eyes forever, she finally answered that question herself.

1.Who warned the bird of hell?

A. Her mother B. Other birds

C. The little boy D. The old man

2.What did the bird think of other birds’ opinions on hell?

A. She thought they were telling lies.

B. She thought they were all right.

C. She thought nothing of them.

D. She thought highly of them.

3.Why did the bird hide herself when other birds were learning flying skills?

A. Because she was lazy.

B. Because she didn’t like learning flying skills.

C. Because she thought she could go to Hell by doing this.

D. Because she thought it was of no use to learn flying skills.

4.According to the passage, the bird at last found out that________.

A. there was no Hell at all

B. Hell was full of burning fire

C. Hell was a place full of water

D. Hell was a place without freedom

5.The bird _______ at last.

A. died B. was free

C. went to Hell D. lived a good life

Disneynature's new true life adventure film “Born in China” takes a journey into the wilds of China 1. few people have ever gone. Following the stories of three animal families, the film transports audiences to some of 2. most extreme environments on Earth to witness some deeply moving 3. (moment). A caring panda mother guides her growing baby as she begins to explore and seek 4. (independent) actively. A two-year-old golden monkey who feels unhappy with his new baby sister 5. (run) away from home to join up with a group of free-spirited monkeys. And a mother snow leopard (雪豹)—an animal 6. (rare) caught on camera—faces the real challenge of raising her two babies. Featuring 7. (astonish), never-before-seen images, the film guides audiences through China—from the icy mountains 8. the heart of the bamboo forest—on the wings of red-crowned cranes (丹顶鹤), smoothly tying the extraordinary tales together.

“Born in China”, 9. (direct) by accomplished Chinese filmmaker Lu Chuan, is a co-production of Disneynature and Shanghai Media Group. Disneynature is partnering with World Wildlife Fund and donating a percentage of ticket sales 10. (help) protect pandas and snow leopards in China.

It was Mother’s Day and I was shopping at the local supermarket with my five-year-old son, Tenyson. As we were ________, we realized that only minutes earlier an ________ woman had fallen over at the entrance and hit her head on the ground. ________ was with her, but there was blood everywhere and the woman was embarrassed and clearly in shock. ________ a lot of people stopped to help out.

________ we were walking towards the scene, Tenyson became very ________ about what had happened to the elderly couple. He ________ to me, “Mom, it’s not much fun falling over in front of ________.” Seeing that there was a flower stall（摊位）at the front of the supermarket, he added, “Why shouldn’t we ________ the lady a flower? It will make her feel better.” I was ________ that he’d come up with this ________ idea. So we went over and told the flower seller ________ we wanted. “Just take it,” she replied. “I ________ take your money for such a wonderful ________.”

By now medical staff had arrived, and were ________ the injured woman. We gave the flower to the woman’s husband and I told him it was ________ my son. At that, the old man started crying and said, “Thank you very much.” He then turned to me, “You have a ________ son. Happy Mother’s Day to you.”

The man bent down and gave his wife the flower, telling her who it was from. ________ being badly hurt, the old lady looked up at Tenyson with ________ in her eyes and gave him a little ________.

1.A. driving B. leaving C. stopping D. moving

2.A. injured B. awkward C. elderly D. honest

3.A. The seller B. My son C. The crowd D. Her husband

4.A. Specifically B. Particularly C. Fortunately D. Interestingly

5.A. If B. While C. Since D. Unless

6.A. guilty B. worried C. angry D. curious

7.A. complained B. lied C. said D. responded

8.A. no one B. everyone C. someone D. anyone

9.A. buy B. bring C. leave D. lend

10.A. shocked B. amazed C. puzzled D. concerned

11.A. wise B. crazy C. innocent D. sweet

12.A. which B. what C. when D. whether

13.A. must not B. may not C. can’t D. needn’t

14.A. scene B. deed C. flower D. habit

15.A. checking with B. paying for C. operating on D. looking after

16.A. about B. to C. with D. from

17.A. wonderful B. cheerful C. successful D. respectful

18.A. Out of B. As to C. Thanks to D. Regardless of

19.A. hope B. love C. pity D. pain

20.A. smile B. money C. idea D. comfort

A professor stood before his class of twenty senior organic biology students and was about to hand 1. the final exam papers.

“I want to say that 2. has been a pleasure teaching you this term. I know you’ve worked3. (extreme) hard and many of you are off to medical school after summer. I know no one wants to get their GPA(平均成绩) 4. (mess) up because they might have been celebrating this week. Anyone who prefers not to take the final exam today 5. (receive) a ‘B’ for the course.”

The students were filled with 6. (happy) as they got up, walked to the front of the class, and accepted the professor’s offer. As 7. last taker left the room, the professor looked at the handful of 8. (remain) students and asked, “Anyone else? This is your last chance.”

One final student rose up and chose not to take part in the final. The professor closed the door and checked who were still in the classroom.

“I’m glad to see you believe in 9. (you),” he said. “You all get ‘A’s.”

How many have taken the easy way out? The short road, the easy path 10. the light load all lead to lower grades in school of life.

Last Friday a storm swept through two villages in the New Territories, 1.(destroy) fourteen homes. Seven others were so badly damaged 2. their owners had to leave them, and fifteen others had broken windows or broken roofs. One person was killed, several were 3.(serious) hurt and taken to hospital, and a number of other people received smaller hurt. Altogether over two hundred people were homeless after the storm.

A farmer, Mr. Tan, said that the storm began early 4. the morning and lasted for over an hour.

“I 5.(eat) with my wife and children,” he said, “when we heard a loud noise. A few minutes later our house fell down on top of us. We tried our best 6.(climb) out but then I saw that one of my children was 7.(miss). I went back inside and found him, safe 8. very frightened.”

Mrs. Woo Mei Fong said that her husband had just left for work when she 9.(feel)that her house was moving. She ran outside at once with her children.

“There was no time to take anything,” she said, “A few minutes later, the roof came down.”

Soldiers helped to take people out of the flooded area and the welfare department brought 10.(they)food, clothes and shelter.

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。

Mr. Smith offers us some advice on how to write a good composition, which include the following steps.

Firstly, we should read the topic careful and organize our ideas. then we start to shape our thoughts in our own words and finish our writing in the giving time. Before that, we have to check our compositions, paying attention to grammar and spelling. It is very important to read them aloud to ourself or someone else from beginning to end. Lastly, we had better to ask our teachers or classmates for advice on why to improve our writing. If possibly, we may leave them alone for some time before reading again, it will help a great deal.

I hope you will benefit the advice above a lot.

假定你是山西大学附属中学的高中毕业生李华，母校将为高一新生举办主题为“What to learn in senior high school?”的英语沙龙活动，特邀请你结合自身经历谈谈自己的体会。请根据以下提示准备一份英语发言稿。

1.学会学习：方法，习惯等；

2.学会做人：真诚，友善；

3.学会其他：考生自拟。

注意：1.词数100左右；

2.发言稿开头和结尾已给出，不计入总次数。

Good morning, everyone! It is my honor to be here to share with you my opinions on what to learn in senior high school.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

In the late 1950s, a Russian geneticist called Dmitry K. Belyaev attempted to create a tame (驯化的) fox population. Through the work of a breeding programme at the Institute of Cytology and Genetics at Novosibirsk, in Russia, he sought to find the evolutionary pathway of tame animals. His test subjects were silver-black foxes, a melanistic (带黑色的) version of the red fox that had been bred in farms for the color of their fur.

He selected the animals based on how they responded when their cage was opened. About 10% of the foxes displayed a weak “wild-response”, meaning they were docile around humans. Those that hid in the corner or made aggressive voices were left in the farm. Of those friendly foxes, 100 females and 30 males were chosen as the first generations of parents.

When the young foxes were born, the researchers hand-fed them. They also attempted to touch or pet the foxes when they were two to two-and-a-half months old, for strictly measured periods at a time. If the young foxes continued to show aggressive response, even after significant human contact, they were thrown away from the population—meaning they were made into fur coats. In each selection, less than 10% of tame individuals were used as parents of the next generation.

By the fourth generation, the scientists started to see dramatic changes. The young foxes were beginning to behave more like dogs. They wagged their tails and “eagerly” sought contact with humans. By 2005-2006, almost all the foxes were playful, friendly and behaving like domestic dogs. The foxes could “read” human hints and respond correctly to gestures or glances.

1.What do we know about Belyaev’s breeding plan?

A. It explains how red foxes were bred.

B. It focuses on how tame animals evolved.

C. It explains why pet foxes became popular.

D. It concentrates on why tame animals disappeared.

2.How did he choose his test foxes in the experiment?

A. By appearance.

B. By color.

C. By reaction.

D. By flexibility.

3.What can be inferred from Paragraph 3?

A. Smart foxes were used for testing.

B. The purpose of selection was unclear.

C. Friendly foxes were kept on testing.

D. The selection was not exact and thorough.

4.What is the distinguishing characteristic of the fourth generation foxes?

A. Behaving in a friendlier way.

B. Eating plants.

C. Having drooping ears.

D. Having shortened legs.

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