SocialProgram:22nd—26thAugust2-优题课

Social Program: 22nd—26th August 2011
Monday Evening—Study Centre or Sports Park
Study Center: The school will be open from 7.45 pm to 9.35pm.
Sports Park: Aerobics, Swimming or Fitness Training (with a Fitness Card).
Tuesday Evening—Cinema
Cinema: To get your free ticket, you must write down which film you would like to watch. See the leaflet on the board for this evening’s UCI Cinema program. For more information about the films, visit the UCI website www.uci.co.uk or see the film section in this week’s Time Out magazine.
Wednesday Evening—Study Centre of Tennis Coaching
Study Center: The school will be open from 7.35 pm to 9.35 pm.
Tennis Coaching: With former Junior Wimbledon tennis player Stuart Silvester.
Thursday Evening—Chinese Party
Chinese Party: Come along and enjoy the hospitality of the Chinese students! You can try delicious Chinese food and learn about Chinese traditions. Please note that you should eat your evening meal at your home-stay, as the food is a taster and not a full meal. Non alcoholic and alcoholic drinks will be served.
Friday afternoon—Historical Walking Tour or Sports Parks
Historical Walking Tour: This afternoon you will have the opportunity to visit parts of Norwich you may have otherwise missed, with a professional guide. In medieval times Norwich was the second most important city in England and this afternoon you can learn some of the interesting history of our fine city.
Sports Park: Badminton, Basketball, Fitness Training (with a Fitness Card), Football, Squash, Swimming or Volleyball.
Please sign early if you wish to play any of the sports listed above.
You can do all the following things during the weekday except ___________.

A．going to the cinema	B．going to the Chinese party
C．taking a historical walking tour	D．taking a mountain climbing tour

The passage may probably be found ___________.

A．in a school’s bulletin board	B．in a school’s text book
C．in a latest newspaper	D．in a fashion magazine

From the passage we know that ___________.

A．students have to pay for the film tickets

B．some of the students in the school are Chinese

C．Norwich is the second largest city in Britain

D．the school is closed during the daytime

From the passage we can infer that __________.

A．students in the school can have access to computers

B．students in the school only have morning classes

C．the school often serves Chinese food to students

D．every Friday afternoon the students will have a tour

科目英语题型阅读理解难度较易

知识点：广告布告类阅读

How does an ecosystem（生态系统）work? What makes the populations of different species the way they are? Why are there so many flies and so few wolves? To find an answer, scientists have built mathematical models of food webs, noting who eats whom and how much each one eats.

With such models, scientists have found out some key principles operating in food webs. Most food webs, for instance, consist of many weak links rather than a few strong ones. When a predator（掠食动物）always eats huge numbers of a single prey（猎物）, the two species are strongly linked; when a predator lives on various species, they are weakly linked. Food webs may be dominated by many weak links because that arrangement is more stable over the long term. If a predator can eat several species, it can survive the extinction（灭绝）of one of them. And if a predator can move on to another species that is easier to find when a prey species becomes rare, the switch allows the original prey to recover. The weak links may thus keep species from driving one another to extinction.

Mathematical models have also revealed that food webs may be unstable, where small changes of top predators can lead to big effects throughout entire ecosystems. In the 1960s, scientists proposed that predators at the top of a food web had a surprising amount of control over the size of populations of other species---including species they did not directly attack.

And unplanned human activities have proved the idea of top-down control by top predators to be true. In the ocean, we fished for top predators such as cod on an industrial scale, while on land, we killed off large predators such as wolves. These actions have greatly affected the ecological balance.

Scientists have built an early-warning system based on mathematical models. Ideally, the system would tell us when to adapt human activities that are pushing an ecosystem toward a breakdown or would even allow us to pull an ecosystem back from the borderline. Prevention is key, scientists says because once ecosystems pass their tipping point（临界点）, it is remarkably difficult for them to return.

（1）What have scientists discovered with the help of mathematical models of food webs？

A．	The living habits of species in food webs.
B．	The rules governing food webs of the ecosystems.
C．	The approaches to studying the species in the ecosystems.
D．	The differences between weak and strong links in food webs.

（2）A strong link is found between two species when a predator______.

A．	has a wide food choice
B．	can easily find new prey
C．	sticks to one prey species
D．	can quickly move to another place

（3）What will happen if the populations of top predators in a food web greatly decline？

A．	The prey species they directly attack will die out.
B．	The species they indirectly attack will turn into top predators.
C．	The living environment of other species will remain unchanged.
D．	The populations of other species will experience unexpected changes.

（4）What conclusion can be drawn from the examples in Paragraph 4？

A．	Uncontrolled human activities greatly upset ecosystems.
B．	Rapid economic development threatens animal habitats.
C．	Species of commercial value dominate other species.
D．	Industrial activities help keep food webs stable.

（5）How does an early-warning system help us maintain the ecological balance？

A．	By getting illegal practices under control.
B．	By stopping us from killing large predators.
C．	By bringing the broken-down ecosystems back to normal.
D．	By signaling the urgent need for taking preventive action.

I must have always known reading was very important because the first memories I have as a child deal with books. There was not one night that I don't remember mom reading me a storybook by my bedside. I was extremely inspired by the elegant way the words sounded.

I always wanted to know what my mom was reading. Hearing mom say," I can't believe what's printed in the newspaper this morning," made me want to grab it out of her hands and read it myself. I wanted to be like my mom and know all of the things she knew. So I carried around a book, and each night, just to be like her, I would pretend to be reading.

This is how everyone learned to read. We would start off with sentences, then paragraphs, and then stories. It seemed an unending journey, but even as a six-year-old girl I realized that knowing how to read could open many doors. When mom said," The C-A-N-D-Y is hidden on the top shelf," I knew where the candy was. My progress in reading raised my curiosity, and I wanted to know everything. I often found myself telling my mom to drive more slowly, so that I could read all of the road signs we passed.

Most of my reading through primary, middle and high school was factual reading. I read for knowledge, and to make A's on my tests. Occasionally, I would read a novel that was assigned, but I didn't enjoy this type of reading. I liked facts, things that are concrete. I thought anything abstract left too much room for argument.

Yet, now that I'm growing and the world I once knew as being so simple is becoming more complex, I find myself needing a way to escape. By opening a novel, I can leave behind my burdens and enter into a wonderful and mysterious world where I am now a new character. In these worlds I can become anyone. I don't have to write down what happened or what technique the author was using when he or she wrote this. I just read to relax.

We're taught to read because it's necessary for much of human understanding. Reading is a vital part of my life. Reading satisfies my desire to keep learning. And I've found that the possibilities that lie within books are limitless.

（1）Why did the author want to grab the newspaper out of mom's hands？

A．	She wanted mom to read the news to her.
B．	She was anxious to know what had happened.
C．	She couldn't wait to tear the newspaper apart.
D．	She couldn't help but stop mom from reading.

（2）According to Paragraph 3, the author's reading of road signs indicates___________.

A．	her unique way to locate herself
B．	her eagerness to develop her reading ability
C．	her effort to remind mom to obey traffic rules
D．	her growing desire to know the world around her.

（3）What was the author's view on factual reading?

A．	It would help her update test-taking skills.
B．	It would allow much room for free thinking.
C．	It would provide true and objective information.
D．	It would help shape a realistic and serious attitude to life.

（4）The author takes novel reading as a way to___________.

A．	explore a fantasy land
B．	develop a passion for leaning
C．	learn about the adult community
D．	get away from a confusing world

（5）What could be the best title for the passage？

A．	The Magic of Reading
B．	The Pleasure of Reading
C．	Growing Up with Reading
D．	Reading Makes a Full Man

History Fair Competition

Understanding history is vital to understanding ourselves as a people and as a nation.

History is much more than the study of dusty old objects and events long past. It is an essential part of who we are today and who we will become. Thornton fiddle School History Fair Competition makes understanding history exciting, engaging, and fun！

This Year's Theme

All participants must address how communication or transportation technology has promoted the quality of life for Americans throughout history. To many people, technology means computers, hand-held devices, or vehicles that travel to distant planets. However, technology is also the application of scientific knowledge to solve a problem, touching lives in countless ways.

Individuals or groups may enter one of the following categories:

Performance

Documentary（纪实作品）

Essay Writing

Category Requirements

Performance: A dramatic presentation of the topic no more than 10 minutes long. If special clothes are used, they should truly represent a given period.

Documentary: A visual presentation（such as a video, slide show, or computer project）no more than 10 minutes long. A desktop computer, screen, projector, and loudspeakers will be available. Students must provide their presentations on CDs before Friday, March 23.

Essay Writing: An academic paper of 2, 000 to 2, 500 words. No illustrations（图解）are allowed. Please do not include covers. A list of references must be included.

Important Dates

January 5

Submit a topic proposal to your history teacher. The teacher may require a second proposal if the first is off-topic or unclear.

February 5

Submit a first draft of your essay, performance script（剧本）, or documentary highlights.

February 19

A committee of teachers will evaluate materials and give opinions. Students then have an opportunity to improve their products.

March 9

Submit a final draft of your essay.

March 15

Performance and documentary committee preview

March 24

Thornton Middle School History Fair Competition

7:00A.M-9:00A.M Participants signing in at the gym

10:00A.M. -6:00PM. Competition and judges' review

7:00P.M. Awards ceremony and picnic

（1）According to Paragraph 1，what is the major goal of understanding history？

A．	To preserve national traditions.
B．	To prepare for a history competition.
C．	To better know the present and future.
D．	To further explore historical mysteries.

（2）What is the theme of this year's competition?

A．	Technology advances science.
B．	Science interacts with technology.
C．	Science has made the study of history easy.
D．	Technology has improved the life of Americans.

（3）Among the items provided by the school for a visual presentation are__________.

A．	special clothes and a screen
B．	a desktop computer and a CD
C．	a projector and special clothes
D．	a desktop computer and loudspeakers

（4）What would a participant have to do with an essay of 1,500 words to meet the category requirement?

A．	Include more information in the essay.
B．	Remove the references.
C．	Provide a cover for the essay.
D．	Explain the details with illustrations.

（5）What will the committee of teachers do on February 19?

A．	Preview performances and documentaries.
B．	Make comments on the materials.
C．	Improve the participant's first draft.
D．	Collect a second proposal from the participant.

The Intelligent Transport team at Newcastle University have turned an electric car into a mobile laboratory named "DriveLAB" in order to understand the challenges faced by older drivers and to discover where the key stress points are.

Research shows that giving up driving is one of the key reasons for a fall in health and well-being among older people, leading to them becoming more isolated(隔绝) and inactive.

Led by Professor Phil Blythe, the Newcastle team are developing in-vehicle technologies for older drivers which they hope could help them to continue driving into later life.

These include custom-made navigation(导航) tools, night vision systems and intelligent speed adaptations. Phil Blythe explains: "For many older people, particularly those living alone or in the country, driving is important for preserving their independence, giving them the freedom to get out and about without having to rely on others."

"But we all have to accept that as we get older our reactions slow down and this often results in people avoiding any potentially challenging driving conditions and losing confidence in their driving skills. The result is that people stop driving before they really need to."

Dr Amy Guo, the leading researcher on the older driver study, explains, "The DriveLAB is helping us to understand what the key points and difficulties are for older drivers and how we might use technology to address these problems.

"For example, most of us would expect older drivers always go slower than everyone else but surprisingly, we found that in 30mph zones they struggled to keep at a constant speed and so were more likely to break the speed limit and be at risk of getting fined. We're looking at the benefits of systems which control their speed as a way of preventing that.

"We hope that our work will help with technological solutions(解决方案) to ensure that older drivers stay safer behind the wheel."

32.What is the purpose of the Drivel LAB?

A．	To explore newmeans of transport.
B．	To design new types of cars.
C．	To find out older driver's problems.
D．	To teach people traffic rules.

33.Why is driving important for older people according to Phil Blythe?

A．	It keeps them independent.
B．	It helps them save time.
C．	It builds up their strength.
D．	It cures their mental illnesses.

34.What do researchers hope to do for older drivers?

A．	Improve their driving skills.
B．	Develop driver-assist technologles.
C．	Provide tips on repairing their cars.
D．	Organize regular physical checkups.

35.What is the best title for the text?

A．	A new Model Electric Car
B．	A Solution to Traffic Problem
C．	Driving Service for elders
D．	Keeping Older Drivers on the Road

After years of heated debate, gray wolves were reintroduced to Yellowstone National Park. Fourteen wolves were caught in Canada and transported to the park. By last year, the Yellowstone wolf population had grown to more than 170 wolves.Ziyuanku.com

Gray wolves once were seen here and there in the Yellowstone area and much of the continental United States, but they were gradually displacedby human development. By the 1920s, wolves had practically disappeared from the Yellowstone area. They went farther north into the deep forests of Canada, where there were fewer humans around.

The disappearance of the wolves had many unexpected results. Deer and elk populations - major food sources (来源) for the wolf - grew rapidly. These animals consumed large amounts of vegetation (植被), which reduced plant diversity in the park. In the absence of wolves, coyote populations also grew quickly. The coyotes killed a large percentage of the park' s red foxes, and completely drove away the park' s beavers.

As early as 1966,biologists asked the government to consider reintroducing wolves to Yellowstone Park.They hoped that wolves would be able to control the elk and coyote problems.Many farmers opposed the plan because they feared that wolves would kill their farm animals or pets.

The government spent nearly 30 years coming up with a plan to reintroduce the wolvers. The U.S.Fish and Wildlife Service carefully monitors and manages the wolf packs in Yellowstone.Today,the debate continues over how well the gray wolf is fitting in at Yellowstone.Elk,deer,and coyote populations are down,while beavers and red fores have made a comeback.The Yellowstone wolf project has been a valuable experiment to help biologists decide whether to reintroduce wolves to other parts of the country as well.

28.What is the text mainly about?

A．	Wildlife research in the United States.
B．	Plant diversity in the Yellowstone area.
C．	The conflict between farmers and gray wolves.
D．	The reintroduction of wolves to Yellowstone Park.