假设你是李华。你的美国网友Rose在邮件中问及四川的饮食特点及你个人的饮食习惯，请按下列提示给Rose回复一封邮件，并询问她的饮食习惯。

1. 四川的饮食特点（至少2点）；

2. 你个人的饮食习惯（至少2点）。

注意：

1. 词数120左右；

2. 可以适当增加细节，以使行文连贯；

3. 开头和结尾已给出，不计入总词数。

Dear Rose,

Thanks for your Email. ______________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Yours,

Li Hua

请你改正下面短文中的错误。文中共有10处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。

增加：在缺词处加一个漏字符号（∧），并在其下面写出该加的词。

删除：把多余的词用斜线（\）划掉。

修改：在错的词下划一横线，并在该词下面写出修改后的词。

注意：

1. 每处错误及其修改均仅限一词；

2. 只允许修改10处，多者（从第11处起）不计分。

As students, we have classes from early morning till the late afternoon. Therefore, take a

ten-minute break between class is definitely important, even necessary. Otherwise we may feel

both physically or mentally tired. During the ten-minute break we do something to get rid of

tiredness. That we need is to have a real rest, instead getting more tired. So don’t do anything

that makes you too exciting. My ten-minute break is always pleasing. I usually did some simple

exercise. Sometime I have a free chat with my classmates or just take a walk during the break.

When the new class begins, I feel freshly again.

阅读下面短文并回答问题，然后将答案写到答题卡相应的位置上（请注意词数要求）。

Big storms. High waves. Technical failures. Loneliness. After battling hard times and danger for over nine months, British teenager Mike Perham made history last month as the youngest person to sail solo (单独) around the world.

The 17-year-old made the record after he cleared the Panama Canal (巴拿马运河) and then sailed through the Caribbean and home across the Atlantic.

Mike is only three months younger than Zac Sunderland, the 17-year-old American boy who had taken the crown as the youngest solo around-the-world sailor in July.

The two youngsters met in Cape Town in South Africa as they crossed the globe in different directions. Mike insisted they were not rival (竞争对手). “No. It’s two teenagers going out there, living their dream and having the adventure of a lifetime.” he said.

Mike may be young, but he is no stranger to sailing adventures. He picked up the hobby at age 6 when his father took him out in a small boat on a local lake. Father and son sailed separate boats across the Atlantic when Mike was 14, making him the youngest person to cross that ocean solo. That record gave him the taste for this even greater challenge.

On the recent journey, the scariest moment for Mike came when his sailboat was hit by storms in the southern Indian Ocean.

“We were picked up by what felt like a 60-foot wave and threw down on our side at 90 degrees,” he said. “It felt like I was going right over. Stuff was flying around and I just thought ‘Oh no’.”

At other times, he had to dive into the Pacific and fix problems. He tied himself to the boat, jumped into the water and went to work with a knife in 30-second dives underneath (在......之下) the boat to cut a rope away.

Mike said he felt proud that he made his dream come true. “You’ve got to have confidence in yourself that you will make it.” he said.

56. What’s the passage mainly about? (no more than 10 words)

__________________________________________________________________

57. Which canal did Mike Perham cross? (no more than 3 words)

__________________________________________________________________

58. When did Mike cross the Atlantic solo for the first time? (no more than 5 words)

__________________________________________________________________

59. Where did Mike experience the most frightening moment in his journey? (no more than 5 words)

__________________________________________________________________

60. According to Mike, what’s the most important in realizing a dream? (no more than 5 words)

__________________________________________________________________

M: Miss Gao, I am invited to a party at an American home.   51  .

W:You should follow some rules. First, you should take a small gift such as flowers or wine for your host or hostess. And,   52  . If the dinner time is 7:00 pm, don’t arrive before 6:30 or after 7:30 without calling.

M:   53  .

W: Be sure to praise your host or hostess for the meal.

M:   54  .

W: You can, but you shouldn’t stay too long.   55  .

M: I learned a lot today. Thanks for your advice.

W: That’s all right.

In her new book, “The Smartest Kids in the World,” Amanda Ripley, an investigative journalist, tells the story of Tom, a high-school student from Gettysburg, Pennsylvania, who decides to spend his senior year in Wroclaw, Poland. Poland is a surprising educational success story: in the past decade, the country raised students’ test scores from significantly below average to well above it. Polish kids have now outscored American kids in math and science, even though Poland spends, on average, less than half as much per student as the United States does. One of the most striking differences between the high school Tom attended in Gettysburg and the one he ends up at in Wroclaw is that the latter has no football team, or, for that matter, teams of any kind.

That American high schools spend more time and money on sports than on math is an old complaint. This is not a matter of how any given student who plays sports does in school, but of the culture and its priorities (优先考虑的事). This December, when the latest Program for International Student Assessment (PISA) results are announced, it’s safe to predict that American high-school students will once again display their limited skills in math and reading, outscored not just by students in Poland but also by students in places like South Korea, Belgium, the Netherlands, Finland, Singapore, and Japan. Meanwhile, they will have played some very exciting football games, which will have been breathlessly written up in their hometown papers.

Why does this situation continue? Well, for one thing, kids like it. And for another, according to Ripley, parents seem to like the arrangement, too. She describes a tour she took of a school in Washington D.C., which costs thirty thousand dollars a year. The tour leader — a mother with three children in the school — was asked about the school’s flaws (瑕疵). When she said that the math program was weak, none of the parents taking the tour reacted. When she said that the football program was weak, the parents suddenly became concerned. “Really?” one of them asked worriedly, “What do you mean?”

One of the ironies (讽刺) of the situation is that sports reveal what is possible. American kids’ performance on the field shows just how well they can do when expectations are high. It’s too bad that their test scores show the same thing.

47. Tom decides to spend his senior year in Poland because _______.

A. he intends to improve his scores

B. Polish kids are better at learning

C. sports are not supported at schools in Gettysburg

D. there are striking differences between the two countries

48. According to Paragraph 2, we know that _______.

A. PISA plays a very important role in America

B. little time is spent on sports in Japanese schools

C. American high schools complain about sports time

D. too much importance is placed on sports in America

49. The underlined sentence in the last paragraph means _______.

A. American students’ academic performance worries their parents a lot

B. high expectations push up American students’ academic performance

C. low expectations result in American students’ poor PISA performance

D. lacking practice contributes to American students’ average performance

50. The purpose of this text is to _______.

A. compare Polish schools with those in America

B. call on American schools to learn from the Polish model

C. draw public attention to a weakness in American school tradition

D. explain what is wrong with American schools and provide solutions

When things go wrong and we’re to blame, we’re supposed to feel guilty. Right? Not necessarily. It turns out that when we do something that causes a negative outcome, we actually feel less responsible for our actions. And, we see the entire situation differently than we would have if things had turned out well.

The “blame game” is nothing new. Behavior experts have long known that people push responsibility to others, or to outside factors, when things don’t work out. But new research from the Institute of Cognitive Neuroscience at University College London shows that this response is more than about wanting to escape blame — we actually don’t believe that what happened is our fault.

To learn more about the blame game, researchers conducted a study. They asked 34 participants to press keys that randomly (随机地) produced three different noises. The noises were positive (amusement, laughter), negative (fear, disgust, or anger), or neutral.

The volunteers were asked to estimate (估计) the time that it took between when they pushed the button and when they heard the sound. Volunteers felt there was a longer lag (延迟) time between their actions and the negative sounds than between their actions and the positive ones. In their minds, the negative outcomes were separate from their actions. Therefore, they were able to feel less responsible for them.

The researchers say that when it comes to assigning blame, we can’t always trust our own judgment. “Just because you don’t feel responsible, doesn’t mean you’re actually not,” says study author Patrick Haggard.

The findings suggest that perhaps more of us need to realize that unpleasant or negative situations may actually be our fault — even if we don’t see it that way. And taking more responsibility for our actions could lead to better relationships with others.

42. If things turn out well, people tend to ______.

A. owe the success to others                  B. share the success with others

C. feel more related to their actions D. enjoy much pleasure themselves

43. What can be inferred from Paragraph 2?

A. Experts knew little about the “blame game”.

B. Similar studies have been done before.

C. The study now has found nothing new.

D. Outside factors lead to our fault.

44. In the study, volunteers were asked to ______.

A. push special buttons                          B. write down the exact time

C. produce different sounds                   D. tell apart unpleasant sounds

45. What’s true of the volunteers?

A. They always doubted their own judgment.

B. They believed someone else pressed the wrong keys.

C. They were not brave enough to take the responsibility.

D. They thought the bad results had little to do with them.

46. What do the experts advise us to do to get along well with others?

A. Be friendly to others.                          B. Take more responsibility.

C. Treat others equally.                          D. Show respect to others.

Students and Technology in the Classroom

I love my Blackberry — it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer, as it holds all of my writing and thought. Despite this love of technology, I know that there are times when I need to move away from these devices (设备) and truly communicate with others.

On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom. I have a rule — no laptops, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and to make connections between the course the material and the class discussion.

I’ve been teaching my history class in this way for many years and the educations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change. I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

38. Some of the students in the history class were unhappy with ______.

A. the course material                            B. others’ misuse of technology

C. discussion topics                              D. the author’s class regulations

39. The underlined word “engage” in Paragraph 4 probably means ______.

A. explore            B. accept                    C. change                   D. reject

40. According to the author, the use of technology in the classroom may ______.

A. keep students from doing independent thinking

B. encourage students to have in-depth conversations

C. help students to better understand complex themes

D. affect students’ concentration on course evaluation

41. It can be inferred from the last paragraph that the author ______.

A. is quite stubborn

B. will give up teaching history

C. will change his teaching plan soon

D. values technology-free dialogues in his class

Not many were surprised when Dustin Sherrard was chosen, among a team of five, to represent Ontario at WorldSkills Competition in Leipzig, Germany this year.

The event, once known as the Skill Olympics, symbolizes the top of excellence in professional training where young skilled people from around the world compete in the skills of their various jobs measured against demanding international standard, which is hard to reach.

The 21-year-old, who grew up in Englehart, Ont, didn’t get a medal but the experience did wonders for his confidence. Sherrard had passion for carpentry (木工) and showed promise at a very young age. “I first got interested in woodmaking when I was in Grade 10,” he says. “I had taken wood shop before but it never became a hobby of mine until my school started to get hard wood into the shop classes.”

“I realized how much fun woodworking was and took all the wood-shop classes I could and started spending time in the shop after school,” he says. “I got a summer job working with my uncle and used most of the money I made to buy woodworking tools and quickly turned my dad’s little shop into my own woodworking shop.” His skills and knowledge were sharpened and tested in the woodworking program.

All this went a long way in preparing him for full-time employment and taught him what to expect when he started working.

“The biggest challenge to secure a good job with my training and skill set would be to keep up with all the different products and new designs,” he says. “I have only been in the industry for a few years but even my boss, who has been doing this for many years, is still learning new things all the time.”

Sherrard’s passion for his skill has brought him this far but his thirst for learning keeps pushing him further. He’s already planning to go back to school to study engineering.

34. What can we know about WorldSkills Competition?

A. It provides professional training.

B. It is a top event for skilled youth.

C. It is held in Germany every four years.

D. It is a competition for skilled carpenters.

35. How well did Dustin Sherrard do in the competition?

A. He stood out.                               B. He lost confidence.

C. He failed to get a medal.                    D. He got praised.

36. What made Dustin Sherrard love woodworking?

A. Fame.                     B. Confidence.     C. Honour.           D. Interest.

37. What might Dustin Sherrard do next?

A. Find a better job.                         B. Return to school to study.

C. Work together with his uncle.             D. Take part in more competitions.

Goddington Theater

The Goddington Theater Ticket Office is open from 10 a.m. until 4 p.m. Monday to Friday, and for half an hour in the evening before the advertised start time of each performance.

Telephone bookings

²        Your tickets are held at the Ticket Office for you to collect or, if you prefer, a charge of 35 cents is made to post them to you if you pay by cash. We’ll post them to you for free if you book by credit card. No extra charge.

Postal bookings

²        You can write to the Ticket Office requesting tickets, or to confirm a reservation.

Where to find Goddington Theater

²        Goddington Theater can be found within the Goddington University site, next to the car park, which is available for public use after 5 p.m. on weekdays and all day on weekends.

If travelling by car

²        Coming from the south end of Princes Street, you will see the library on your right. Next to the library is Goddington University. Take the next turning on the right, then first right into the car park gate straight ahead of you, stopping as close as possible to the orange machine. Put a $ 1 coin in the machine and the gate will rise.

If travelling by train/bus/ taxi

²        You will need to allow 30 minutes to walk from the train station. Taxis are available from the front of the station.

²        The University is a 5 to 10 minutes’ walk from the main bus station.

²        When ordering a taxi from the theater, ask to be picked up at the bottom of North Street. Taxis will not come into the car park because of the entrance charge.

31. You can book your tickets ______.

A. at 9 a.m. on Monday                          B. at 5 p.m. on Wednesday

C. at noon on workdays                         D. at lunch time on weekends

32. Where is the Goddington Theater?

A. In the Goddington university.            B. On the right of the Ticket Office.

C. To the south of Princes Street.         D. At the bottom of North Street.

33. What can we learn from the passage?

A. You can find a free parking place in the university.

B. You have to collect your tickets if you pay by credit card.

C. Tickets paid by cash will be posted to you at no extra charge.

D. Taxi drivers are unwilling to pick up customers inside the car park.

We often talk about ourselves as if we have permanent genetic defects (缺陷) that can never be changed. “I’m impatient.” “I’m always behind.” “I always put things off!” You’ve surely heard them. Maybe you’ve used them to describe 　11 .

These 　12 may come from stories about us that have been 　13 for years — often from as far back as childhood. These stories may have no 　14 in fact. But they can set low expectations for us. As a child, my mother said to me, “Marshall, you have no mechanical skills, and you will 　15 have any mechanical skills for the rest of your life. ” How did these expectations 　16 my development? I was never 　17 to work on cars or be

18 tools. When I was 18, I took the US Army’s Mechanical Aptitude Test. My scores were in the bottom for the entire nation!

Six years later, 　19 , I was at California University, working on my doctor’s degree. One of my professors, Dr. Bob Tannbaum, asked me to write down things I did well and things I couldn’t do. On the positive side, I 　20 down, “research, writing, analysis, and speaking.” On the 　21 side, I wrote, “I have no mechanical skills.”

Bob 　22 me how I knew I had no mechanical skills. I explained my life 　23 and told him about my poor 　24 on the Army test. Bob then asked, “ 25 is it that you can solve complex mathematical problems, but you can’t solve 　26 mechanical problems?”

Suddenly I realized that I wasn’t 　27 from some sort of genetic defects. I was just living out expectations that I had chosen to 　28 . At that point, it wasn’t just my family and friends who had been 　29 my belief that I was mechanically hopeless. And it wasn’t just the Army test, either. I was the one who kept telling myself, “You can’t do this!” I realized that as long as I kept saying that, it was going to remain true. 　30 , if we don’t treat ourselves as if we have incurable genetic defects, we can do well in almost anything we choose.

11. A. yourself　　　　　　　　　 B. myself　　　　　　　　　　 C. them　　　　　　　 D. others

12. A. instructions　　　　　　 B. suggestions　　　　　 C. expectations　 D. comments

13. A. published　　　　 B. repeated　　　　 C. spread　　　　　　　　　 D. added

14. A. cause　　　　　　　 B. meaning　　　　 C. basis　　　　　　　 D. excuse

15. A. always　　　　　　　　　　 B. ever　　　　　　　　 C. never　　　　　　　 D. still

16. A. change　　　　　　　　　 B. improve　　　　　 C. polish　　　　　　　　　　 D. affect

17. A. expected　　　　　 B. demanded　　　　　　 C. agreed　　　　　　　　　 D. allowed

18. A. across　　　　　　　　　　 B. over　　　　　　　　 C. around　　　　　　　　　 D. for

19. A. however　　　　　 B. therefore 　　　 C. meanwhile　　　　　　 D. obviously

20. A. lay　　　　　　　　　　　　　 B. turned　　　　　　　　　　 C. settled　　　　　　　　　 D. put

21. A. negative　　　　　 B. objective　　　　 C. passive　　　　　 D. subjective

22. A. asked　　　　　　　 B. blamed　　　　　 C. advised　　　　　 D. taught

23. A. occasions　　　　 B. trainings　　　　 C. experiences　　　　　 D. journeys

24. A. behavior　　　　　 B. explanation　　　　　　 C. attitude　　　　　 D. scores

25. A. When　　　　　　　 B. Why　　　　　　　　 C. Which　　　　　　　　　　 D. What

26. A. advanced　　　　 B. simple　　　　　　　　　　 C. chief　　　　　　　 D. current

27. A. suffering　　　　　 B. resulting　　　　 C. arising　　　　　　　　　 D. coming

28. A. receive　　　　　　　　　 B. suspect　　　　　 C. believe　　　　　 D. adopt

29. A. weakening　　　 B. shaking　　　　　 C. wakening　　　　 D. strengthening

30. A. As a result　　　 B. On the contrary　　 C. In addition　　　　　　 D. At the same time