主題語境1：學(xué)校生活

本刊試題研究中心

I. 閱讀理解

My school appeared on the news last week because we had made an important change in our local area. Our class had planted a large garden in what was once only a vacant lot. It was a lot of work but it was all worth it. I got blisters （水泡） from digging， and we all got insect bites， too.

I learned a lot about gardening and collaboration（合作）， and then I learned about the media. Our teacher telephoned the TV station and informed them of what we had accomplished. She spoke with the producer. The producer checked with the directors， but they said there were plenty of stories similar to ours. They wanted to know what was special about our particular garden， since many schools had planted them.

The teacher explained that， after going on the Internet to learn about the prairie（大草原）， we had made a prairie garden. We had gone to a prairie and gotten seeds from the plants， and then we planted them. We did not water the garden， but we did weed it. We decided to let nature water it with rain， since that was how prairies grew in the past. We sent a picture of the garden to the news station. In the picture， the grass was so high that it stood taller than the fourth grade students.

As a result， the producer sent a reporter to our school. He interviewed the headmaster and asked him many questions about the garden. After that， he interviewed us， and we explained to him what we had learned through this project.

That night， we watched the news， and there we were. The news reporter told our story. It was only two minutes long， but it was us. We were famous. All that work， all those blisters， it was worth it. We knew that when we saw the garden every day， but now we knew that the whole city thought so， too.

1. What seemed to be the TV directors initial reaction to the garden？

A. They were excited.

B. They were surprised.

C. They were worried.

D. They were uninterested.

2. What is special about the garden？

A. Weeds were allowed to spread naturally.

B. The grass grew faster than common grass.

C. The seeds came from the plants of a prai?rie.

D. Underground water was used for the pl?ants.

3. What does the underlined word “that” refer to in the last paragraph？

A. We got blisters on our hands.

B. Our hard work was worthwhile.

C. The garden would be famous.

D. The project would be finished.

4. How did the author feel about the project？

A. Annoyed. B. Curious.

C. Proud. D. Regretful.

Ⅱ. 完形填空

When I was 12 years old， I already knew that my teen years were going to be the? ?1? ?years of my life. I was a total outsider， bullied （欺凌） at school. I felt? ?2? ?alone in my small town.? ?3? ， by starting to do volunteer work when I was 14， I turned my? ?4? ?into a chance to help others. The opportunity to practice kindness made me feel like my life had a greater? ?5? . The more? ?6? ?energy I shared， the more kindness and appreciation I? ?7? . I realized that my purpose in life would be to reach out to people， specifically teenagers， and help them feel less alone.

Books were my true friends back then. I was so? ?8? ?that the authors wrote those books. The? ?9? ?they offered me with their books saved my life. One of my biggest dreams was to become an author so I could write books that would? ?10? ?other teenagers the way those books helped me.

After? ?11? ?terrible experiences at school and at home， I made a choice to take the positive road in the next steps of my journey. I have been a full?time? ?12? ?of teen novels since 2007 and am grateful for this amazing opportunity to reach? ?13? ?to readers every single day.

Kindness saved me? ?14? ?I needed help the most. Even small acts of kindness can change someones life. You never know what someone else is? ?15? . But by practicing daily kindness， you become an architect of positive change.

1. A. best B. worst

C. calmest D. craziest

2. A. completely B. obviously C. suitably D. amazingly

3. A. Therefore B. However C. Besides D. Finally

4. A. appreciation B. impression C. problem D. organization

5. A. strategy B. personality C. purpose D. style

6. A. formal B. suitable C. negative D. positive

7. A. believed ? ? B. arranged

C. received D. recalled

8. A. confused ? ? B. obvious

C. fluent D. thankful

9. A. comment ? ? B. recommendation C. accommodation D. kindness

10. A. help B. master C. honor D. rescue

11. A. making B. surviving

C. calming D. sharing

12. A. author B. summary C. shelter D. volunteer

13. A. away B. in C. for D. out

14. A. when B. if C. although D. because

15. A. working out B. going over

C. going through D. working on

Ⅲ. 語法填空

Education is generally defined as the process of learning and acquiring information. Formal learning in schools or universities 1.? ? ? ? ? ? ? （be） one of the most common types， though self?teaching and so?called“l(fā)ife experi?ences” can also qualify. Communities around the world place a high value on educating people of all ages， 2.? ? ? ? ? ? ? ?formally or informally. It is widely believed that constant exposure

3.? ? ? ? ? ? ? ?new ideas and skills makes people better workers， thinkers， and societal 4.? ? ? ? ? ? ? ?（contribute）.

Most people associate education with schools and classrooms 5.? ? ? ? ? ? ? ?trained teachers present information to students. Classroom learning generally starts when a child is 6.? ? ? ? ? ? ? ?（relative） young—around age five in most countries—and continues until the teenage years. The purpose of most classroom learning is not to prepare a child for a specific job， but rather 7.? ? ? ? ? ? ? （help） him or her develop critical reasoning and thinking skills. Reading， writing， and math are very common lessons for young learners. As students progress in 8.? ? ? ? ? ? ? ?（they） schooling， they often come into contact with more 9.? ? ? ? ? ? ? ?（challenge）subjects like written composition， history， and advanced sciences.

Exposing students to new ideas and ess?ential facts is only part of most educational goals. Also， students 10.? ? ? ? ? ? ? （expect） to retain most， if not all of the information that they learn in school. Teachers and professors commonly use exams and graded assignments to assess learning.

Ⅳ. 讀后續(xù)寫

閱讀下面材料， 根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。續(xù)寫的詞數(shù)應(yīng)為150左右。

I looked out at the smiling faces packed into the school hall. Flashes from cameras lit up in all directions. The applause（掌聲） filled my ears. I had done it. I had really done it.

Just a few months earlier， I would never have pictured myself acting in a play in front of two hundred people. “Not for a million dollars，” I would have said. But when the time came， I got up on stage and faced one of my greatest fears—and discovered I could do more than I ever gave myself credit （認可） for. I found a new person inside me， a much more daring， outgoing person who had been hidden all along， just waiting for the opportunity to appear.

If not for my teacher， Mrs Sather， I might never have found that opportunity.

In the first and second grade， I was extremely shy. I had friends， but it just wasnt in my personality to be very outgoing， even when I knew someone well. I was afraid I would do or say something wrong， so usually I just smiled and listened to other peoples conversations. I did well in school and I loved to write. However， I would escape into my writing， where I could be myself and never had to worry about what other people thought of me. In my stories， I was never shy.

My teacher， Mrs Sather， always encouraged me to write more. She told our class to go after our dreams and dig in with both hands. I think she was one of the first people to see my inner strength. One day， she announced that our class was going to perform a play she had written. “Ill begin to cast（分配角色） everyone to?morrow，” she said. “I need someone who is not afraid to be on stage in front of a lot of people to play the lead part of Dorothy. Anybody wants to try？” A few excited hands shot up—mine， of course， was not one of them—and Mrs Sather smiled. “Well talk more about it tomorrow，” she said. Then the bell rang and my classmates slowly left the classroom.

Paragraph 1：

When I was loading up my backpack， Mrs Sather asked me to go to her.

Paragraph 2：

Hearing Mrs Sathers words， I realized it was time to make a change.