题目内容
15.青少年是祖国的未来,也是城市的名片.在创建全国文明城市的过程中,我市举办了"美德少年"评选活动.假如你是"美德少年"的争创者,请根据下列表格中的提示,以"Be a virtue teenager,build a civilized city"为题,用英语写一份倡议书,号召大家积极争做"美德少年",为港城添彩.| 主题 | 做"美德少年",创文明城市 |
| 内容 | 待人方面:尊老爱幼,友好互助 言谈方面:语言文明,耐心倾听 出行方面:遵守交规,主动礼让 |
| 你的观点 | 联系实际,谈谈你的观点(至少两点) |
文中不得提及有关考生的个人的身份的任何信息,如:校名,人名等.
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分析 【高分句型一】
we should try our best to study hard and obey all the school rules我应该尽力去努力学习遵守校规.
try one's best to do sth尽力做某事
【高分句型二】
I hope everyone will join us and try to be a virtue teenager我希望每个人都能加入我们尽力成为一个美德少年.
hope后加宾语从句
解答 Be a virtue teenager,build a civilized city
Being a teenager of Lianyungang,what should we do to help build a civilized city?(主题) Firstly,when in public places,we should respect the elderly and take care of the young.We should also be friendly and helpful to others; Secondly,when having a conversation,we should speak politely and be patient enough to listen; Thirdly,when on the road,we should obey the traffic rules and give seats when necessary.(内容)
As s junior students,I think it's our duty to do as the above.At the same time,we should try our best to study hard and obey all the school rules.【高分句型一】In this way,we can be a virtue teenager and help to build our city into a civilized one.I hope everyone will join us and try to be a virtue teenager.【高分句型二】(我的观点)
点评 在写作的时候需要使用合适的连接词把这些要点连接成一个整体.同时注意使用高级词汇和句式让文章更有亮点.
| A. | She,my | B. | He,they | C. | He,their | D. | He,theirs |
| A. | creative | B. | curious | C. | energetic | D. | organized |
"I don't believe that they had a three-second memory because animals need their memory,so they build up over time a knowledge of where the food is,"said Roy Stokes,a student at the Australian Science and Mathematics School.
He did the experiment in small tank(鱼缸) of goldfish."I decided to get a bit of red Logo and just feed them next to that.Every day I'd put it in and spread food around it."He said.
"At first they were a bit scared of it,but by the end of the three weeks,they were actually almost coming before I put the food in."
After leaving the fish alone for a week,Rory placed the red Logo block in the tank again.
"They remembered perfectly well,"he said.
"They actually had a time faster than the average of the three feeds before I left."
The goldfish showed that not only could they store information,they also had the ability to get it back as a later date.
Culum Brown,a research fellow at Sydney's Macquarie University,has studied fish behavior for more than ten years.
He says his studies of Australian native fish show fish were intelligent creatures that know how to avoid enemies and catch food like any other animal.
"The thing that I really liked about Rory's experiment is he not only got that classical conditioning going but the fact that he could get them next just to that specific coloured market.I thought it was really good."He said.
36.Rory began his research byD.
A.discussing with his classmates
B.making friends with goldfish
C.asking his teacher for advice
D.questioning a popular belief
37.Rory put a red Logo in the tank toA.
A.connect food with the color
B.make the tank nicer to look at
C.feed the fish at the same place
D.give the fish something to play with
38.What's the right order of Rory's experiment?B
| a.find a tank of goldfish b.feed the fish next to the Logo c.leave the goldfish alone for a week | d.take out the Logo e.put a red Logo into the tank f.put the Logo back into the tank |
39.What do the last three paragraphs tell us?A
A.Rory's research was highly praised by experienced experts.
B.Rory's experiment failed to meet the scientific standard.
C.Many scientists had already done the experiment before.
D.Fish are the cleverest animal in Australia.
40.What can we learn from the story?B
A.Fish can become smarter with the help of red color.
B.What everybody believes is not necessarily true.
C.Scientists should learn from middle school students.
D.Young people are generally smarter than aged ones.
| A. | .I have many ears. | |
| B. | .I like all kinds of ears. | |
| C. | .I'm listening to you carefully. | |
| D. | I don't want to listen to you |
| A. | for | B. | of | C. | with | D. | in |