题目内容

Fire, on the one hand, can benefit the world. On the other hand, it can also destroy the world if not _________under control.

　　　　 A．bring　　　　 B．bringing　　 C．brought　　 D．being brought

 

C

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People know the dangers of fires. It’s good for a family to learn how to prepare for a fire. Here are some suggestions.
Put a smoke alarm in the house. Smoke from a fire causes the alarm to go off. The alarm makes a loud sound. The sound tells everyone to leave the house at once.
Make escape (逃脱) plan. They should know all the ways out of the house. If there is a fire, everyone follows the plan to get out. Part of the plan is to check all the windows to make sure they can be opened easily.
Buy fire extinguishers(灭火器) in the house. Everyone in the family should know how to use them.
Practice for a fire. They do fire practice because they teach children about fire safety. Ever yone in the family should know the following fire rules:
＊  Don’t open a hot door! The fire can grow more quickly if you open the door.
＊  Stay close to the floor! Smoke can be more dangerous than the fire. The best air is near the floor because smoke rises.
＊  What will you do if your hair or clothes start to burn? First, Stop! Don’t run! The fire burns faster because of more air. Drop! Fall to the floor. Then roll! Turning over and over will make the fire go out. Put a blanket(毯子) around you to keep air away from the fire that may still be on you..
There are many possible causes for fires. A wise family is ready all the time. If there is a fire, don’t forget to call 119 for help.
【小题1】The writer advises people to do the following to prepare for a fire except that _______.

A．they prepare for a fireB．they make escape plans
C．they buy fire extinguishersD．they use electrical cookers
【小题2】What are the right steps you should take when your hair or clothes catch fire?
A．Stop, run, roll .B．Stop, drop, roll　
C．Run, drop, rollD．Roll, drop, stop
【小题3】What is the best title for this passage?
A．The Dangers of a FireB．The Causes of a Fire
C．Learn to Use a Fire ExtinguishersD．Be Ready For a Fire



The long, lonely voyage of the Japanese ghost ship is over.
A US Coast Guard cutter poured cannon fire(开炮) into an abandoned Japanese ghost ship that had been floating since last year’s tsunami, sinking the ship into waters more than 305 meters deep in the Gulf of Alaska and removing the danger it created to shipping and the coastline on Thursday.
The cutter’s guns tore holes in the 164-foot Ryou-Un Maru, and then it began to take on water and lean to one side. In about four hours, the ship disappeared into the sea, said Chief Petty Officer Kip Wadlow.
The ship had no lights or communications system, and its tank was able to carry more than 7,570 liters of diesel fuel. Officials, however, didn’t know exactly how much fuel was aboard.
“It’s less risky than it would be running into shore or running into other ships,” coast guard spokesman Paul Webb said.
The US National Oceanic and Atmospheric Administration and the Environmental Protection Agency studied the problem and decided it was safer to sink the ship than let the fuel evaporate and pollute the sea environment.
Ryou-Un Maru was probably among the first wave of the 1.5 million tons of garbage of refrigerators, washing machines, televisions, roofs and fishing nets heading toward North America since last March when a magnitude 9.0 earthquake struck Japan.
As the coast guard was ready to fire on the ship, a Canadian fishing ship, the 19-meter Bernice C, claimed the rights to save the ghost ship in international waters.
Plans to sink it were paused so the Canadian crew could have a chance to take the stricken ship. A Canadian official with knowledge of the situation told the Associated Press that the Bernice C was unable to drag it.
Then the Canadian boat left, and once it was about 10 kilometers from the Japanese ship, the Coast Guard began to fire, first with 25 mm shells, then a few hours later with ammunition twice that size.
State officials have been working to test the danger of garbage including materials affected by a damaged nuclear power plant, to see if Alaska residents, seafood or wild animals could be affected.
【小题1】Which of the following is NOT the reason for sinking the Japanese ship?

A．It had no lights or communications system.B．It might be washed up onto the shore.
C．It was a danger to other passing ships.D．The oil it carried could pollute the sea.
【小题2】The plan to fire on the Japanese ghost ship was paused because ________.
A．the ghost ship was beyond the reach of the Coast Guard’s guns
B．the shells were not powerful enough to sink the ghost ship
C．state officials worried the ghost ship might give out radiation
D．a Canadian fishing boat wanted to save the ghost ship
【小题3】 Which of the following could be the best title for the passage?
A．Japanese ghost ship arriving at USB．Tsunami garbage heading to US
C．Cannon fire sinking Japanese ghost shipD．Japanese ghost ship polluting the Pacific

Two friends have an argument that breaks up their friendship forever, even though neither one can

remember how the whole thing got started. Such sad events happen over and over in high schools across the country. In fact, according to an official report on youth violence, “In our country today, the greatest threat to the lives of children and adolescents is not disease or starvation or abandonment, but the terrible reality of violence”. Given that this is the case, why aren’t students taught to manage conflict the way they are taught to solve math problems, drive cars, or stay physically fit?

First of all, students need to realize that conflict is unavoidable. A report on violence among middle school and high school students indicates that most violent incidents between students begin with a relatively minor insult. For example, a fight could start over the fact that one student eats a peanut butter sandwich each lunchtime. Laughter over the sandwich can lead to insults, which in turn can lead to violence. The problem isn’t in the sandwich, but in the way students deal with the conflict.

Once students recognize that conflict is unavoidable, they can practice the golden rule of conflict resolution: stay calm. Once the student feels calmer, he or slid should choose words that will calm the other person down as well. Rude words, name-calling, and accusation only add fuel to the emotional fire. On the other hand, soft words spoken at a normal sound level can put out the fire before it explodes out of control.

After both sides have calmed down, they can use another key strategy for conflict resolution: listening. Listening allows the two sides to understand each other. One person should describe his or her side, and the other person should listen without interrupting. Afterward, the listener can ask non-threatening questions to clarify the speaker’s position. Then the two people should change roles.

Finally, students need to consider what they are hearing. This doesn’t mean trying to figure out what’s wrong with the other person. It means understanding what the real issue is and what both sides are trying to accomplish. For example, a shouting match over a peanut butter sandwich might happen because one person thinks the other person is unwilling to try new things. Students need to ask themselves questions such as these: How did this start? What do I really want? What am I afraid of? As the issue becomes clearer, the conflict often simply becomes smaller. Even if it doesn’t, careful thought helps both sides figure out a mutual solution.

There will always be conflict in schools, but that doesn’t mean there needs to be violence. After students in Atlanta started a conflict resolution program, according to Educators for Social Responsibility, “64% of the teachers reported less physical violence in the classroom; 75% of the teachers reported an increase in student cooperation; and 92% of the students felt better about themselves”. Learning to resolve conflicts can help students deal with friends, teachers, parents, bosses, and coworkers. In that way, conflict resolution is a basic life skill that should be taught in schools across the country.

1.This article is mainly about              .

A. the lives of school children

B. the cause of arguments in schools

C. how to deal with school conflicts

D. how to analyze youth violence

2.From Paragraph 2 we can learn that              .

A. violence is more likely to occur at lunchtime

B. the eating habit of a student is often the cause of a fight

C. students tend to lose their temper easily

D. a small conflict can lead to violence

3.Why do students need to ask themselves the questions stated in Paragraph 5?

A. To make clear what the real issue is

B. To get ready to try new things.

C. To find out who is to blame

D. To figure out how to stop the shouting match.

4.After the conflict resolution program was started in Atlanta, it was found that           .

A. more teachers felt better about themselves in schools

B. there was a decrease in classroom violence

C. there was less student cooperation in the classroom

D. the teacher-student relationship greatly improved

5.The writer’s purpose for writing this article is to             .

A. complain about problems in school education

B. teach students different strategies for school life

C.advocate teaching conflict management in schools

D. inform teachers of the latest studies on school violence

 

The long, lonely voyage of the Japanese ghost ship is over．

A US Coast Guard cutter poured cannon fire into an abandoned Japanese ghost ship that had been drifting since last year’s tsunami, sinking the vessel into waters more than 305 meters deep in the Gulf of Alaska and removing the danger it posed to shipping and the coastline on Thursday．

The cutter’s guns tore holes in the 164-foot Ryou-Un Maru, and then it began to take on water and lean to one side． In about four hours, the ship disappeared into the sea, said Chief Petty Officer Kip Wadlow．

The ship had no lights or communications system, and its tank was able to carry more than 7,570 liters of diesel fuel． Officials, however, didn’t know exactly how much fuel was aboard．

“It’s less risky than it would be running into shore or running into other ships,” coast guard spokesman Paul Webb said．

The US National Oceanic and Atmospheric Administration and the Environmental Protection Agency studied the problem and decided it is safer to sink the ship than let the fuel evaporate and pollute the sea environment．

Ryou-Un Maru was probably among the first wave of the 1．5 million tons of garbage of refrigerators, washing machines, televisions, roofs and fishing nets heading toward North America since last March when a magnitude-9．0 earthquake struck Japan．

As the coast guard was ready to fire on the vessel, a Canadian fishing vessel, the 19-meter Bernice C, claimed the rights to save the ghost ship in international waters．

Plans to sink it were paused so the Canadian crew could have a chance to take the stricken ship． A Canadian official with knowledge of the situation told the Associated Press that the Bernice C was unable to drag it．

Then the Canadian boat left, and once it was about 10 kilometers from the Japanese vessel, the Coast Guard began to fire, first with 25 mm shells, then a few hours later with ammunition twice that size．

State officials have been working to test the danger of garbage including materials affected by a damaged nuclear power plant, to see if Alaska residents, seafood or wild animals could be affected．

1.Which of the following is NOT the reason for sinking the Japanese ship?

A．It had no lights or communications system.

B．It might be washed up onto the shore．

C．It was a danger to other passing ships．

D．The oil it carried could pollute the sea．

2.The plan to fire on the Japanese ghost ship was paused because ____________．

A．the ghost ship was beyond the reach of the Coast Guard’s guns

B．the shells were not powerful enough to sink the ghost ship

C．state officials worried the ghost ship might give out radiation

D．a Canadian fishing boat wanted to save the ghost ship

3.Which of the following could be the best title for the passage?

A．Japanese ghost ship arriving at US

B．Tsunami garbage heading to US

C．Cannon fire sinking Japanese ghost ship

D．Japanese ghost ship polluting the Pacific

 

第二节：读写任务（共1小题，满分20分）

阅读下面的短文，然后根据要求写一篇150词左右的英语短文。

The question was once asked of a highly successful businessman，“How have you done so much in your lifetime?” He replied, “I have dreams. I have turned my mind loose to imagine what I wanted to do. Then I have gone to bed and thought about my dreams. In the night I dreamed about my dreams. And when I awoke in the morning ,     I saw the way to make my dreams real. While other people were saying, ‘You can’t do that. It’s  impossible.’ I was well on my way to achieving what I wanted.” As Woodrow Wilson, 28th President of the US, said, “We grow great by dreams. All big men are dreamers.”

They see things in the soft haze of a spring day, or in the red fire on a long winter’s evening. Some of us let these dreams die, but others nourish and protect them; nourish them through bad days until they bring them to the sunshine and light which comes always to those who sincerely hope that their dreams will come true.

So please, don’t let anyone steal your dreams, or try to tell you they are impossible.

“Sing your song, dream your dreams, hope your hope and pray your prayer.”

【写作内容】      

1）以约30词概括短文的主旨大意；

2）然后以约120个词就“梦想”这一主题发表看法，包括如下要点：

a) 请谈谈你是如何理解梦想在人生当中所起的作用的。

b) 列举一个正面或负面的实例支持你的观点，可以是你自己的亲身经历也可以是他人的例子。

【写作要求】

概括要点和使用阅读材料中的实例时，不得直接引用原文中的句子。

【评分标准】

概括准确、语言规范、内容合适，篇章连贯。  

 

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