Jade Stephenson has always loved her grandmother’s wedding dress (结婚礼服). So much so that once, Stephenson even asked her grandmother to keep hold of it so she could wear it for a special day. And when she realized her 80-year-old grandma wouldn’t be able to travel to attend her graduation at Liverpool Hope University, Stephenson knew the time had come.
“I tried the dress on several years ago, so I knew what it looked like when I put on the dress and her face then lit up,” she said. “So I knew asking her if I could wear it for graduation would make her smile. Also, my grandfather died in 2009 and to me, it felt like part of him was there with me on such a special day.”
Stephenson sported the dress under her cap and her clothes last week, at the ceremony (典礼) to collect her teaching degree at Liverpool Metropolitan Cathedral of Christ the King.
Nora, her grandmother, lives in Carlisle, more than 130 miles from Liverpool. She was very happy when she saw the pictures of her granddaughter, and praised that she chose that dress for her special day.
“My grandma and I are very close. I speak to her when I can and whenever I’m home I catch up with her. I see a lot of my own characters in her. I think we have quite a lot in common,” Stephenson said. “I’ve always loved my grandma’s dress. Although it’s 32 years old, it’s fit for me.”
Stephenson said several people praised her for her choice for the ceremony. “I think people thought it was quite heart-warming. Considering how old it is, the dress is in really good condition. My grandmother has looked after it very well.”
1.Seeing Stephenson trying the dress on, Stephenson’s grandmother feels ________.
A.pleased B.angry
C.unhappy D.amazed
2.What does Stephenson think of her grandmother?
A.Her grandmother is very forgetful.
B.Her grandmother is similar to her.
C.Her grandmother is a good designer.
D.Her grandmother is crazy about education.
3.What can we know about the wedding dress?
A.It is valuable and expensive.
B.It is kept in good condition.
C.It is old and needs repairing.
D.It is too long for Stephenson.
假设你是李华，你的一位美国朋友Marry暑假期间要到中国来旅游，而你没有时间陪她。因此，她希望你给她找一位导游，请根据以下要点，给她写一封100词左右的E-mail。
1. 精通英语和汉语；
2. 热情、大方，沟通能力强；
3. 自己的看法。
注意：1. 不要逐句翻译，可适当增加细节以使行文连贯。
2. 词数：100左右。开头和结尾已给出，不计入总词数。
Dear Marry,
I’m very glad and excited to have learned that you will visit our county.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I’m looking forward to seeing you soon.
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。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：在错的词下画一横线，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。
Last winter Gnara and I headed down to the Arctic Hill. It was covered with ice, what made it very interested to slide down. Gnara do a trick with her tail. I turned around three time before I reached the bottom! Some young boys were watched us slide. They wanted to slide down too. Then I came up a perfect solution. I asked Gnara if she would helping.
We stayed at the bottom of the hill but when the young boys slid down, we flew right into the softly and safe places. In this way everyone had a fun.
阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。
Once upon a time, there was a shepherd 1. bought a flock of sheep, but when he got to know them a little better, he 2. (realize) that these sheep just would not stop talking. All day long they just ignored the shepherd’s commands. He used all the means 3. ( get) the sheep to listen to him and to his dogs, but it was 4. (hope).
Finally, seeing the sheep wouldn’t stop talking, the shepherd decided to at least have some fun 5. it. He bought an enormous ear, and transported it out to his fields on the back of his wagon.6. (surprise), on seeing the ear, the sheep all stopped talking to each other, and began telling the ear all their puzzles and 7. (trouble). When the shepherd drove his wagon, the sheep would even follow 8. (he) about, just so that they could carry on 9. (talk)to the ear.
So the shepherd understood that even sheep have something to say,10. just want to be listened to. And thanks to this occurrence, mankind now has the world's only Ear-on-a-Wagon shepherd.
Soppo was an enormous giant. He ____ quietly, fearing nothing. However, he didn’t have even one single ____ . What’s more, every time he visited a country, there was nothing but ____ . When he ate many clouds, drought would appear. His stomach ____ after eating too many clouds, which led to his crying, then everything would get flooded. In the end, ____ he was spotted, everyone would flee in ____ .
One night, seeing him ____ , various stars came down and asked him why he was so sad. On hearing his story they said: “Poor giant. You don’t know how to ____ friends. Yet the Earth is full of all kinds of friends.”
“But, where can I find friends? How do I do that? ” ____ the giant.
“By ____ people a hand or doing something for them.” replied the stars, amused.
Over the following ____ Soppo thought about nothing else but ways to find friends. He ____ long days observing the people. He discovered why everyone ____ when seeing him, and he realized he was causing ____ by eating all the clouds, and that his weeping flooded them out, and he learned a thousand other ____ that made him pity and joy. That night the giant ran to greet the stars. “Now I know how I’m going to make friends.”
And so it was. From that day on, Soppo ____ the skies, and when the clouds were preparing ____ storms he would feast himself on some of them. Then, when he spotted someplace where there was a(an) ____ of water, he would cry above it. Before long, Soppo ____ from being the worst to being a blessing for everyone, and he was ____ short of a good friend to play with.
1.A.learned B.lived C.walked D.slept
2.A.friend B.neighbour C.boss D.teacher
3.A.usages B.achievements C.problems D.settlements
4.A.comforted B.emptied C.filled D.ached
5.A.whenever B.whichever C.whoever D.however
6.A.trouble B.need C.terror D.danger
7.A.crying B.smiling C.laughing D.talking
8.A.refuse B.make C.assist D.consult
9.A.suggested B.accepted C.asked D.hesitated
10.A.giving B.taking C.carrying D.delivering
11.A.ways B.years C.nights D.days
12.A.spent B.deserved C.wasted D.wondered
13.A.ran down B.ran after C.ran into D.ran off
14.A.droughts B.snows C.floods D.rains
15.A.friends B.things C.questions D.reasons
16.A.watched B.flew C.entered D.traveled
17.A.small B.gentle C.heavy D.useless
18.A.abundance B.lack C.support D.preparation
19.A.changed B.treated C.arranged D.discovered
20.A.ever B.still C.never D.always
“Suzanne Meyer, the assistant director of the English Language Institute at the University of Tennessee, says that many students need to learn how to collect information, and then evaluate the information and apply it to a new context. Meyer says: “1. . Question-asking activities help students to become better language learners. Question-asking may help develop critical thinking skills by allowing for more interactions.2. . When they are confident, they can have more interaction. That extra interaction might lead to critical thinking.”
How can you practice asking questions? There are many strategies to improve question-asking and develop critical thinking skills. 3. .
If students were reading a new text, they would design a series of questions using three different steps. In the first step, students create questions about information in the text that they are reading. In the second step, students create questions about how the information in the text connects to their own life. In the third step, students create questions about abstract ideas – ideas that came up in the questions about themselves.4. .
Practical Tips: Meyer says that when teachers tell students which questions to answer, students are less likely to be creative about the types of questions that they ask. 5. . Try making a list of questions that go from concrete to abstract. Check with your teacher to make sure that your grammar is correct, and try to practice in the classroom.
A.So, practice developing your own questions!
B.People who can ask questions should be very confident.
C.People can ask questions freely when they feel relaxed.
D.If people take some steps, they can find some useful question-asking patterns.
E.There are many benefits to using question-asking activities with English learners.
F.One possible strategy is to use question-asking patterns that start with concrete questions and move to abstract questions.
G.If students follow these three steps, they have not only practiced creative ways to ask questions, they have also started practicing critical thinking.
