This is a story that happened 15 years ago but it has always stayed with me since then.On the way back from work every evening,more often than not there would be a homeless man standing at the exit of the freeway.He always waved at every car,he was always happy and smiling and sometimes almost dancing.Every day after work when I got there，I would quickly roll down my window and give him the coins.Occasionally the red light would be on for a minute and we would ask each other about our day.His answer would always be the same，“I’m blessed！”.
It amazed me that even in his situation of being homeless he was so positive，and his answer would remind me of how blessed I was.A single mother of four amazing kids,with a place to call home and with a job to provide for my kids.Then one day I was called into my boss’s office and was told that I was being laid off due to the economy.Needless to say that on my was home that day I was very sad and upset.I didn’t remember to look for my spare change and keep it ready like I usually did.I wasn’t feeling the joy as I got off the ramp where the homeless man would be.Yet there he was as alway，as l turned the ramp.He set his eyes on me，while still smiling and waving at others.
While I was waiting for the red light to turn，he strolled over to my car.He had a big smile he looked me straight in the eyes and said “today I will give you a dollar”.He then reached into his pocket and pulled out a dollar bill.I was blown away.I burst into tears.I wanted to jump out of my car and hug him！
You see that day he gave me more than a dollar bill，he taught me a valuable lesson.No matter what material things are taken from you，no one can take away your choice to be joyful.What is the passage mainly concerned？
| A．A dollar bill from a homeless person. |
| B．A blessing coming from a homeless person. |
| C．A woman who lost her job due to the economy. |
| D．A homeless man standing at the exit of the freeway. |
From the lst paragraph，we know the homeless man is .
| A．optimistic | B．brave | C．Iazy | D．kind-hearted |
After leaving the boss’s office，the author .
| A．felt relaxed to get rid of the tiring job |
| B．still felt joyful when coming off the ramp |
| C．took it for granted that she was fit for her job |
| D．didn’t put some change aside to give to the man |
The underlined phrase“blown away”in the 3rd paragraph most probably means
.
| A．completely defeated | B．wholly blown down |
| C．really amazed | D．murdered by gunfire |
It can be inferred from the passage that .
| A．material things are the most important in life |
| B．people should be encouraged to beg by smiling |
| C．the author’s ride home that dog was smooth sailing |
| D．we should wait others’help when faced with challenges |
C
Life in the Clear
Transparent animals let light pass through their bodies the same way light passes through a window. These animals typically live between the surface of the ocean and a depth of about 3,300 feet—as far as most light can reach. Most of them are extremely delicate and can be damaged by a simple touch. Sonke Johnsen, a scientist in biology, says, “These animals live through their life alone. They never touch anything unless they’re eating it, or unless something is eating them.”
And they are as clear as glass. How does an animal become see-through? It’s trickier than you might think.
The objects around you are visible because they interact with light. Light typically travels in a straight line. But some materials slow and scatter(散射) light, bouncing it away from its original path. Others absorb light, stopping it dead in its tracks. Both scattering and absorption make an object look different from other objects around it, so you can see it easily.
But a transparent object doesn’t absorb or scatter light, at least not very much, Light can pass through it without bending or stopping. That means a transparent object doesn’t look very different from the surrounding air or water. You don’t see it ----you see the things behind it.
To become transparent, an animal needs to keep its body from absorbing or scattering light. Living materials can stop light because they contain pigments(色素) that absorb specific colors of light. But a transparent animal doesn’t have pigments, so its tissues won’t absorb light. According to Johnsen, avoiding absorption is actually easy. The real challenge is preventing light from scattering.
Animals are built of many different materials----skin, fat, and more----and light moves through each at a different speed. Every time light moves into a material with a new speed, it bends and scatters. Transparent animals use different tricks to fight scattering. Some animals are simply very small or extremely flat. Without much tissue to scatter light, it is easier to be see—through. Others build a large, clear mass of non-living jelly-lie(果冻状的)material and spread themselves over it .
Larger transparent animals have the biggest challenge, because they have to make all the different tissues in their bodies slow down light exactly as much as water does. They need to look uniform. But how they’re doing it is still unknown. One thing is clear for these larger animals, staying transparent is an active process. When they die, they turn a non-transparent milky white.According to Paragraph 1, transparent animals_______.
| A．stay in groups | B．can be easily damaged |
| C．appear only in deep ocean | D．are beautiful creatures |
The underlined word “dead” in Paragraph 3 means__________.
| A．silently | B．gradually |
| C．regularly | D．completely |
One way for an animal to become transparent is to ________.
| A．change the direction of light travel |
| B．gather materials to scatter light. |
| C．avoid the absorption of light |
| D．grow bigger to stop light. |
The last paragraph tells us that larger transparent animals________.
| A．move more slowly in deep water |
| B．stay see-through even after death |
| C．produce more tissues for their survival |
| D．take effective action to reduce light spreading |
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TV Ears helps you（）.
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What makes TV Ears different from other headsets?（）
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This advertisement is made more believable by（）.
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阅读下列短文：从每题所给的 A、B、C、D 四个选项中，选出最佳选项，将正确的选项涂在答题卡上。
A
The Boy Made It!
One Sunday, Nicholas, a teenager, went skiing at Sugarloaf Mountain in Maine. In the early afternoon, when he was planning to go home, a fierce snowstorm swept into the area. Unable to see far, he accidentally turned off the path. Before he knew it, Nicholas was lost, all alone! He didn’t have food, water, a phone, or other supplies. He was getting colder by the minute.
Nicholas had no idea where he was. He tried not to panic. He thought about all the survival shows he had watched on TV. It was time to put the tips he had learned to use.
He decided to stop skiing. There was a better chance of someone finding him if he stayed put. The first thing he did was to find shelter form the freezing wind and snow. If he didn’t, his body temperature would get very low, which could quickly kill him.
Using his skis, Nicholas built a snow cave. He gathered a huge mass of snow and dug out a hole in the middle. Then he piled branches on top of himself, like a blanket, to stay as warm as he could.
By that evening, Nicholas was really hungry. He ate snow and drank water from a nearby stream so that his body wouldn’t lose too much water. Not knowing how much longer he could last, Nicholas did the only thing he could- he huddled(蜷缩) in his cave and slept.
The next day, Nicholas went out to look for help, but he couldn’t find anyone. He followed his tracks and returned to the snow cave, because without shelter, he could die that night. On Tuesday, Nicholas went out to find help. He had walked for about a mile when a volunteer searcher found him. After two days stuck in the snow, Nicholas was saved.
Nicholas might not have survived this snowstorm had it not been for TV. He had often watched Grylls’ survival show. Man vs. Wild. That’s where he learned the tips that saved his life, In each episode(一期节目)of Man vs. Wild, Grylls is abandoned in a wild area and has to find his way out.
When Grylls heard about Nicholas’ amazing deeds, he was super impressed that Nicholas had made it since he knew better than anyone how hard Nicholas had to work to stay alive.What happened to Nicholas one Sunday afternoon?
| A．He got lost. | B．He broke his skis. |
| C．He hurt his eyes | D．He caught a cold |
How did Nicholas keep himself warm?
| A．He found a shelter. | B．He lighted some branches. |
| C．He kept on skiing. | D．He built a snow cave. |
On Tuesday, Nicholas _____.
| A．returned to his shelter safely |
| B．was saved by a searcher |
| C．got stuck in the snow |
| D．staved where he was |
Nicholas left Grylls a very deep impression because he _____.
| A．did the right things in the dangerous situation |
| B．watched Grylls’ TV program regularly |
| C．created some tips for survival |
| D．was very hard-working |
A rapidly advancing contemporary science that is highly dependent on new tools is Earth system science. Earth system science involves observation and measurements on the Earth at all scales from the largest to the smallest. The huge amounts of data that are gathered come from many different locations and require special techniques for handling data. Important new tools that facilitate Earth system science include satellite remote sensing, small deep-sea submarines, and geographic information systems.
More than any other way of gathering evidence, satellite observations continually remind us that each part of the Earth interacts with and is dependent on all other parts.
Earth system science was born from the realization of that interdependence. Satellite remote sensing makes possible observations at large scales, and in many cases, measurements of factors that could not otherwise be measured. For example, the ozone hole over Antarctica--the decrease in the concentration of ozone high in the atmosphere--is measured by remote sensing, as are changes in deserts, forests, and farmlands around the world. Such measurements can be used in many areas of specialization besides Earth system science. Archaeology, for example, has benefited from satellite observations that reveal the traces of ancient trade routes across the Arabian Desert.
New tools for exploring previously inaccessible areas of the Earth have also added greatly to our knowledge of the Earth system. Small deep-sea submarines allow scientists to travel to the depths of the ocean. There they have discovered new species and ecosystems thriving near deep-sea vents that emit heat, sasses, and mineral-rich water.
Just as important as new methods of measurement and exploration are new ways to store and analyze data about the Earth system. Computer-based software programs known as geographic information systems, or GIS, allow a large number of data points to be stored along with their locations. These can be used to produce maps and to compare different sets of information gathered at different times. For example, satellite remote sensing images of a forest can be converted to represent stages in the forest's growth. Two such images, made at different times can be overlaid and compared, and the changes that have taken place can be represented in a new image.The word "facilitate" in Paragraph I is closest in meaning to ________.
| A．enable | B．require | C．organize | D．examine |
The author of the passage mentions that satellite observations are especially effective in ________.
| A．conducting scientific studies of life on the ocean floor |
| B．predicting future climate changes |
| C．providing data to determine Earth's age |
| D．demonstrating interactions among all of Earth's parts |
According to the passage, satellite observations of the Arabian Desert allow archaeologists to know ________.
| A．indications of ancient routes |
| B．evidence of former lakes |
| C．traces of early farms |
| D．remains of ancient forests |
What is the main idea of the passage?
| A．special techniques are needed to classify the huge amounts of data about Earth. |
| B．New tools provide information about Earth that was once impossible to obtain. |
| C．Advances in Earth system science have resolved many environmental problems. |
| D．Satellite remote sensing can show changes between two images taken years apart. |
SELF-REFLECTION OF TEACHING PRACTICES READING, WRITING,TALKING
| School: |
Date: |
| Grade(s) presently teaching: |
Please do not sign your name. Mark the responses that most nearly reflect your teaching practices. This is one way to reflect your practices and how much you got out of it.
Keep one copy and give one to your tutor(s0.
HOW OFTEN:
0=never 1=rarely 2="sometimes" (1-2x/ week)
3=moderately(3x/week) 4=often(4x/week) 5=daily
| DEVELOPMENT APPROPRIATENESS:I provide opportunities for students to use literacy for their own purposes using previous knowledge, developmentally appropriate strategies and world experiences |
0 |
1 |
2 |
3 |
4 |
5 |
| EVIRONMENT: I use flexible grouping, e.g. pairs, small groups of different levels, small needs-based groups, and working alone. |
0 |
1 |
2 |
3 |
4 |
5 |
| KNOWLEDGE CONSTRUCTION: I provide opportunities for students to interpret literary and informational texts before, during and after reading or listening by talking, writing, enacting, drawing, etc. |
0 |
1 |
2 |
3 |
4 |
5 |
| ASSESSMENT OF LEARNING: I assess students’ use of literacy strategies using this information to measure student progress and refocus my own teaching. |
0 |
1 |
2 |
3 |
4 |
5 |
| DEMONSTRATION OF STRATEGIES: I read aloud to students and write in front of them, using literary and informational texts. |
0 |
1 |
2 |
3 |
4 |
5 |
| READING STRATEGIES: I instruct students to read strategically, e.g. to reflect, predict, decode, question, connect, retell, summarize, map, etc. |
0 |
1 |
2 |
3 |
4 |
5 |
| WRITING STRATEGIES: I provide opportunities for students to work through the writing processes alone and with others, e.g. thinking about purposes and audiences, prewriting, drafting, revising, editing and publishing. |
0 |
1 |
2 |
3 |
4 |
5 |
| SELF-SELECTION: I provide time for the self-selection of books for independent reading in the classroom, and for book sharing. |
0 |
1 |
2 |
3 |
4 |
5 |
| DEVELOPING MEANING: I provide clear targets to students to develop higher levels of learning, e.g. What does it mean? Why do I need to know it? How will I use it? |
0 |
1 |
2 |
3 |
4 |
5 |
| EXTENTION OF LEARNING: I provide opportunities and activities for students to learn more about topics of their choice through problem-based learning assignments, etc. |
0 |
1 |
2 |
3 |
4 |
5 |
| BUILDING SUCCESS: I structure lessons/activities that provide opportunities for all students to experience success. |
0 |
1 |
2 |
3 |
4 |
5 |
According to the passage, who most probably mark the responses in the form?
| A．Professional tutors. | B．Language teachers. |
| C．Personal physician. | D．Psychological therapist. |
According to the passage, which frequency degree would you choose if you carry out the practice in the form not at all often?
| A．0 | B．1 | C．2 | D．3 |
Mr. Kent bears EXTENTION OF LEARNING idea in mind, he quite often tends to _______.
| A．always set groups to encourage students to work out something by putting heads together |
| B．prepare grade-level materials for teaching |
| C．develop students reading skills during pre- while-and- post-reading stage |
| D．provide students with extra learning materials to further their study |
Mrs. Grace likes to share her version of tasks outcome in class, which could be labeled _____.
| A．ASSESSMENT OF LEARNING | B．KNOWLEDGE CONSTRUCTION |
| C．DEVELOPMENT OF STRATEGIES | D．SELF-SELECTION |