阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。续写的词数应为150左右。
Rebecca stretched her tired back. “That’s the last seedling(种树苗), Pa. Have we planted enough?” Pa walked to the end of the row of cottonwood seedlings. “No,” he said. “We have to plant trees all the way to that rock over there. We’ll need about twenty more seedlings.”
“I’ll get the seedlings,” offered Rebecca. She longed to cool her feet in the shallow river running through the cotton field. “You’d better let me go,” teased her twin brother, William. “There are dangers all over this prairie(牧场）. “You may both go,” said Pa.
They went across the shallow river to a sandbar where small cottonwood seedlings grew. Gently, they pulled the seedlings from the sand. “There! That’s twenty, with a few to spare.” said Rebecca. “OK,” said William. He led the way to the riverbank, then stopped.
“Look! There’s the dugout(防空壕）we lived in when we moved here last year.” He pointed to a hole in the grassy river bank. “Come on, let’s go inside.” “No,” Rebecca said. “Then you start back.” said William, handing the seedlings to Rebecca. I’ll catch up.” He ran to the dugout and stepped inside.
Rebecca tied the seedlings into her long apron(围裙）and began to walk. Suddenly she froze in her tracks. A huge prairie rattlesnake(响尾蛇）moved along the river bank. It stopped right in front of the dugout and lay still, coiled up on the warm sunny bank. “William!” Rebecca shouted. “Don’t come out!”
“Huh?” William's face appeared at a tiny window beside the door of the dugout. Rebecca pointed toward the rattler. William's face paled when he saw the snake blocking the doorway. He turned desperate eyes toward Rebecca, then he glanced behind himself.
Rebecca’s mind raced, trying to think of a way to get William out of there. An idea popped into her head. It was their only hope. It was risky, but it was the only hope. “Don’t move,” she said to William in a soft voice. “When I say NOW, you run out of there as fast as you can.” Rebecca removed the skirt-like petticoat(衬裙）from beneath her dress, then dipped it into the river. She squeezed out some of the water, then climbed to the top of the bank, directly above the dugout’s opening.
Paragraph 1:
"Get ready to run, William,” she said, keeping an eye on the motionless snake.
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Paragraph 2:
"Are you OK?" he asked, breathing heavily. Rebecca nodded.
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假定你是李华，近期你校举办了主题为“美丽中国”的现场国画（traditional Chinese painting）比赛。请为校报英文专栏写一篇活动报道。内容包括：
1. 活动时间、地点：
2. 活动概况：
3. 活动意义。
注意：
1. 词数100左右：
2. 可适当增加细节，以使行文连贯。
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阅读下面短文，在空白处填入1个恰当的单词或括号内单词的恰当形式。
Cultural TV programmes experienced a come-back at the start of 2017. Two weeks after the 1. (conclude) of the hit show Chinese Poetry Competition 2, a new programme, Readers, has become 2. (wide) popular, inspiring fresh enthusiasm for literature in China.
The weekly talk show, produced and hosted by renowned TV personality Dong Qing, 3. (invite) people from all walks of life to read aloud excerpts of poems, essays and books they like or wrote. The 4. (participate) also share stories from their own life explaining why particular pieces touched their hearts or shaped their lives.
Three days after 5. (it) first broadcast on CCTV-1, Readers has enjoyed 6. instant success and struck thousands of people. Through the poetic words, Readers has brought the 7.(lose) habit of reading aloud back into the public spotlight.
Readers is one of the culture-themed TV programs to restore the country’s passion 8. literature in recent years. Its success is very encouraging in today’s television world 9. reality shows have played a leading part so far.
With more people 10.(reflect) on their own reading habits, the question now is: when is the last time you read a poem or book excerpts aloud?
Mary, 16, was suffering from cancer. As a father, Mitchell always stayed home to care for her. He said the _____ left them financially worse off. Then a group called Growing Hope _____in with $1,800 to help with his living costs.
____, he wanted to pay it back. In his youth, he had been a ______. So at age 40, Mitchell took up the ______ again, participating in two fights in Fairfax. During this time, he _____ his daughter. And for six months he did little but mourn.
One day, Mitchell ______ a Mark Twain quote—The two most important days in your life are the day you are born and the day you ______ why. "After I read that quote, I was going to spend the ______ of my life helping kids with cancer and their families," he said.
Mitchell thought of creating a foundation, yet boxing did not seem practical anymore for fundraising due to his age. Then he found that ______ could be a source to raise money. In the
Corps Marathon he cut a striking figure on the course. ______ by this success, he set his sight higher. He ______ each of the miles of the race to a different child with cancer, and he carried their ______ with him. Years after his daughter's death, Mitchell now ______ up in the morning knowing his ______.
1.A.atmosphere B.crisis C.situation D.poverty
2.A.brought B.stepped C.took D.broke
3.A.Grateful B.Hopeful C.Sorrowful D.Helpful
4.A.runner B.singer C.boxer D.fighter
5.A.helmets B.gloves C.boxes D.sneakers
6.A.cured B.accompanied C.comforted D.lost
7.A.came upon B.agreed to C.looked at D.depended on
8.A.consider B.ask C.discover D.make
9.A.forces B.rest C.energy D.resources
10.A.funding B.singing C.running D.projecting
11.A.Depressed B.Moved C.Shocked D.Inspired
12.A.left B.donated C.competed D.conveyed
13.A.smiles B.parents C.strengths D.pictures
14.A.stands B.goes C.wakes D.climbs
15.A.time B.what C.course D.why
BE A GOOD TOURIST
Tourism can be both good and bad. Yes, it brings in money for the local economy and creates lots of jobs for locals, but it may also bring some problems.
1. Tourists have used paint, rocks, or even keys to write on the Luxor Temple in Egypt, the Colosseum in Rome, Stonehenge in the UK, memorial stones at the bottom of Qomolangma, and many, many other places. Thousands of tourists sites are being destroyed by tourists who “love them to death”. 2. If you want to leave a mark on the world, do it by changing someone’s life with kindness and love. Pass kindness along to future generations, not destruction.
Another big problem in some places has been tourists disturbing the local people and life. 3. For example, Chiang Mai University in Thailand and Yonsei University in South Korea have great numbers of tourists visiting their campuses and walking through their libraries and other public areas, taking pictures of students and disturbing their studies. I have three words for tourists like this: please be considerate. 4.
The number of problems from tourists is endless: walking in large groups without considering others who need to walk by, crossing roads without observing local traffic laws, and many more. The only way to solve the issue of the terrible tourist is to make sure that you are not one! 5. Remember, whenever you step outside your country’s borders, you are representing your country to the rest of the world.
A. Just think from other aspects.
B. When in Rome, do as the Romans do.
C. Have fun in a way that does not disturb others.
D. Be the best, kindest, most polite tourist possible.
E. I have three words for people like this: please stop it.
F. One growing problem is tourists who want to prove that they have visited someplace.
G. Some tourists wander around and take pictures of local people without asking for their permission.
I arrived in my Chinese classroom, ready to share my vast knowledge and experience with the 75 students who would be my English Literature class. Having taught in the USA for 17 years, I had no worry at all about my ability to plant in my students enthusiasm for the literature of my mother tongue.
I was really shocked when the monitor shouted “Stand up” and the entire class rose as I entered the room, and I was somewhat confused and anxious about how to get them to sit down again, but once that embarrassment was over, I quickly calmed down and launched into what I thought was a fact-packed lecture, sure to gain their respect-perhaps even their admiration. I went back to my room radiating that rosy glow (光泽) that comes from a sense of significant accomplishment.
My students kept journals, however, and as I read them, the rosy glow was gradually replaced by an overwhelming sense of frustration. The first journal said, “Our literature teacher didn’t teach us anything today. Perhaps her next lecture will be better.” Heartbroken, I read journal after journal, each expressing a similar theme. Didn’t teach them anything? I sketched the entire philosophical framework of thought AND laid the historical background for all the works we’ll study in class.” I complained, “How can they say I didn't teach them anything?”
Determined to clear myself, I dug out all my reference books, adding background material to my next lecture, researching into the sociological setting and even the psychological state of the author. After the second class, I eagerly opened the journals, expecting enthusiastic reviews at last. Again, I was crushed by their continuing comments that I was going too slowly without giving meaningful details.
More determined than ever. I dived into sources of criticism, deciding to devote more time to the texts by providing summaries of all the interpretations I could find of each work. This material would give my students ample information for drawing their own conclusions about the work’s meaning, “Our teacher seems confused about the real meaning of the works,” the journals said. “One minute she gives one interpretation; the next minute she gives another. Then she asks for our opinions. We’re the students. She’s the teacher. She should tell us what the works mean.”
It was a long semester, and it gradually became clear to me that my ideas about education were purely Western, and that Chinese ideas differed significantly. I thought a teacher’s job was to raise interesting questions and provide enough background so that students could draw their own conclusions. My students thought a teacher’s job was to provide accurate information as directly and concisely as possible. Americans wanted to interpret and experience. The Chinese wanted to master and memorize.
1.How did the writer feel before he began his teaching in China?
A.Worried. B.Confident.
C.Disappointed. D.Confused.
2.What might be the reason why the writer was shocked when the monitor shouted “Stand up”?
A.The students intended to scare their new foreign leacher.
B.The students refused to stand up before their new foreign teacher.
C.The writer was a little shy and felt embarrassed when he entered the classroom.
D.The writer didn’t know much about the Chinese classroom and that was totally unexpected.
3.What does the writer mean by saying “determined to clear myself” in Para. 4?
A.He wanted to better understand the students’question.
B.He wanted to prove his ability in teaching the course.
C.He was a little bit angry with the students.
D.He was very disappointed with himself.
4.Which of the following might the writer agree with?
A.Chinese and Western ideas about education are slightly different.
B.A teacher’s job is to make students think and have their own opinions.
C.Teaching is to provide accurate information directly and clearly.
D.Both Americans and the Chinese tend to draw conclusions by themselves.
