阅读下面短文,在空白处填入1个适当的单词或括号内单词的正确形式,并将答案填写在答...

    It was August 2018, and Wedelstedt, 56, was on her way back down the trail with three friends. A storm was blowing, and they were_______ to get off the mountain. When they_______a rocky drop of a couple of feet，Wedelstedt decided that______shimmying down(一扭一摆) on her butt- -the safe way to go- -she would_____ . She landed on her left leg and was injured.

Every step after that was painful. Before long, she had to _____.As one friend ran down to get

____ ,  a number of other hikers, all strangers, attempted to help Wedelstedt down the_____ trail by walking on either side of her to support her______, but that proved slow and____。“One man was so_____to the edge that I could see_______falling down from where he stepped on them,” Wedelstedt says.

Finally, one hiker, Matt, asked her, “How do you feel about a fireman's carry?”_____ she knew it, he had____her over his shoulders.“Now, I’m not tiny," says Wedelstedt, a former college basketball star. Matt______couldn't carry her all the way down by himself. So six hikers and one of her friends took turns carrying her while she tried to_______the difficult situation: “I want to meet a lot of guys, but this isn't the_____ I want to do it.”Three hours later， this human conveyor ____finally met the doctors， who took Wedelstedt to the_____

She has mostly recovered from her_______hike, but Wedelstedt knows she’11 never shake one thing from that day: the______of the band of strangers who came to her rescue.“I’m still in awe(敬畏).”

1.A.cheerful B.satisfied C.surprised D.anxious

2.A.approached B.arrived C.hiked D.appeared

3.A.because of B.instead of C.except for D.regardless of

4.A.walk B.crawl C.climb D.jump

5.A.tremble B.continue C.stop D.run

6.A.help . B.safety C.relays D.offers

7.A.muddy B.snowy C.narrow D.dirty

8.A.luggage B.weight C.load D.equipment

9.A.dangerous B.gradual . C.comfortable D.enjoyable

10.A.high B.close C.far . D.remote

11.A.leaves B.rocks C.branches D.sand

12.A.After B.When C.Before D.Since

13.A.lifted B.taken C.brought D.fetched

14.A.shortly B.particularly C.nearly D.clearly

15.A.make light of B.take possession of C.pay attention to D.make use of

16.A.purpose . B.decision C.opinion D.way .

17.A.pack B.string C.belt D.stick

18.A.shelter B.tent C.home . D.hospital

19.A.sports-loving B.ill-fated C.part-time D.eye-catching

20.A.spirit B.energy C.memory D.effort

    The first time I went to a playground in Berlin, I was surprised. All the German parents were huddled together, drinking coffee, not paying attention to their children who were hanging off a wooden dragon 20 feet above a sand pit. Contrary to stereotypes(模式化观念)，most German parents I’ve met are the opposite of strict.1.. Those parents at the park weren’t ignoring their children; they were trusting them. Here are a few surprising things Berlin ’s parents do:

Don't push reading. Berlin ’s kindergartens don’t emphasize academics. In fact, teachers and other parents discouraged me from teaching my children to read.2.. But even in first grade, academics aren’t pushed very hard. Our grade school provides a half-day of instruction interrupted by two outdoor breaks.

3.  A note came home from school along with my excited second grader. They were doing a project on fire. Would I let her light candles and perform experiments with. matches? Together we lit candles and burned things, safely. It was brilliant.

Let children go almost everywhere alone. Most grade school kids walk without their parents to school and around their neighborhoods. Some even take the subway alone.4.of course, but they usually focus on traffic.，not abductions(绑架).

Take the kids outside every day. According to a German saying, “There is no such thing as bad weather, only unsuitable clothing.”The value of outside time is promoted in the schools.5.No matter how cold and grey it gets, and in Berlin it gets pretty cold, parents still bundle their kids up and take them to the park, or send them out on their own.

A.Encourage kids to play with fire

B.Inspire children to go out for leisure

C.German parents are concerned about safety

D.It's also obvious on Berlin ' s numerous playgrounds

E.Kindergarten was a time for play and social learning

F.They place a high value on independence and responsibility

G.I was told it was something special that the kids learn together when they start grade school

    Back in 1975, economists planned rising life expectancy (预期寿命) against countries’ wealth, and concluded that wealth itself increases longevity. It seemed self- evident: everything people need to be healthy--from food to medical care- costs money.

But it soon proved that the data didn't always fit that theory. Economic booms didn’t always mean longer lives. In addition, for reasons that weren’t clear, a given gain in gross domestic product (GDP) caused increasingly higher gains in life expectancy over time, as though it was becoming cheaper to add years of life. Moreover, in the 1980s researchers found gains in learning were associated with greater increases in life expectancy than gains in wealth were. Finally, the more educated people in any country tend to live longer than their less educated fellow citizens. But such people also tend to be wealthier, so it has been difficult to make out which factor is increasing lifespan.

Wolfgang Lutz and his colleagues have now done that by collecting average data on GDP per person，lifespan, and years of education from 174 countries, dating from 1970 to 2010. They found that, just as in 1975, wealth associated with longevity. But the association between longevity and years of schooling was closer, with a direct relationship that did not change over time, the way wealth does.

Lutz argues that because schooling happens many years before a person has attained their life expectancy, this association reflects cause: better education drives longer life. It also leads to more wealth, which is why wealth and longevity are also associated. But what is important, says Lutz, is that wealth does not seem to be longevity, as experts thought- in fact, education is driving both of them.

He thinks this is because education permanently improves a person’s cognitive abilities, allowing better planning and self-control throughout the rest of their life. This idea is supported by the fact that people who are more intelligent appear to live longer.

1.Which of the following best describes economists ’conclusion in 1975?

A.Lifespan could be increased by wealth.

B.Economic growth didn’t always mean longer life.

C.Education influenced longevity more than wealth did.

D.A given growth in GDP caused higher gains in longevity.

2.What did Wolfgang Lutz and his colleagues find?

A.Wealth and longevity did not have any association.

B.Longevity and education were more closely associated.

C.Differences in wealth predicted differences in longevity.

D.Relationship between education and longevity changed over time.

3.What part does education play permanently according to Lutz?

A.It enables people to have better planning and self-control.

B.It always leads to a longer but not necessarily richer life.

C.It improves people’s imaginative and innovative abilities.

D.It helps people acquire time-managing and learning habits.

4.Which of the following is the best title for this passage?

A.Wealth influences longevity.

B.Education influences longevity.

C.Wealth has nothing to do with longevity.

D.The relationship between education and wealth.

    It often seems that some people possess superhuman eating powers, allowing them to eat an entire pizza while remaining slim. Others only eat a slice but gain five pounds. Now one doctor says there' s evidence that genetics could be behind some of these differences. Regardless of how much you eat, your weight may be out of control.

Vann Bennett, a biochemist at Duke University and his team led a new study and discovered why this happens. They engineered mice to have several common modifications of the gene found in humans. They observed that mice who had mutations of ankyrin-B(锚蛋白B的变异) took more glucose(葡萄糖) into their fat cells, which in turn made more fat. Typically, the cell membrane( 膜) acts as a barrier to prevent glucose from entering these cells ; the change kept the gate open. The change may serve a useful purpose. “ Probably this is not always a bad thing,” Bennett told Newsweek. “It could help people survive hunger in the past. But today we have so much food that it probably is a bad thing.”

Dieters have long been told to watch their calories and exercise more, but this new finding suggests that a common approach doesn't work for everyone. Our metabolism( 新陈代谢) naturally slows with age, making it harder to maintain the weight of our 30-year-old selves when we' re 50. Now add an uncontrollable ankyrin-B gene, and it may seem impossible to stay slim.

The mice in the study gained more weight when on high-fat diets. Despite being studied in mice, the researchers believe further research on this gene could potentially create a field of customized diets and health plans based on genetics. Bennett imagines such assessments being performed at birth one day. For now, disappointed dieters can take comfort with one saying: It's not you, it's your genes.

1.How did a mouse gain weight with mutations of ankyrin-B?

A.The ankyrin-B could make the mouse eat more.

B.The fat cells in the mouse would take more glucose to create more fat.

C.The glucose could function as a barrier to prevent the fat from reducing.

D.The cell membrane in the mouse could open the gate of fat into the mouse.

2.What was the effect of the change in the past in paragraph 2?

A.It could help people to avoid fat food.

B.It could help people to absorb more nutrition.

C.It could help people to get through the starvation.

D.It could help people to enjoy more delicious snacks.

3.Why is it more difficult to stay slim when we are older?

A.Because we all lack exercise. B.Because we have ankyrin-B genes.

C.Because we watch our calories less. D.Because our metabolism weakens.

4.What can be expected from further research?

A.It may help people to maintain the weight.

B.It may provide more comfort for the depressed dieters.

C.It may change many new-born babies’ gene arrangement.

D.It may present human beings with a series of health plans.

    Keeping your teenager out of the social media world is impossible. Whether we like it or not, our kids are growing up in a digital era- -and although that creates major opportunities, it also comes with some pretty big risks. We saw this firsthand when we asked a group of tweens and teens to give up their phones and social media for a week; it was as though we’d asked them to part with a limb.

A recent study of more than 10 ,000 six- to twelve-grade girls carried out by a nonprofit organization Ruling Our Experiences found that high school girls spend an average of six hours a day on social media. And the effect of too much logged-on time is clear. The study found kids who spend eight hours or more on technology per day are five times more likely to be sad or depressed. Adding to the pressure is that2 out of 3 high school girls report being asked to send a revealing photo to another person, and most of them report that they do send sexual texts and photos to each other.

Another study, carried out by Common Sense Media, found that girls use social media more than boys and are also more likely to experience negative consequences. Most of the girls investigated admitted that content posted online often makes them worry about their appearance or social status, while just a quarter of the boys said the same. An earlier study from the Pew Research Center’s Internet came to a similar conclusion: A third of 12- to 13-year-old girls who used social media believed their peers were mostly unkind to each other online , while only 9 percent of the boys agreed.

Of course, these differences don' t mean we shouldn’t have concerns about boys and the impact of digital overload or online bulling. In fact, other studies have shown that boys and girls can be equally damaged by social media. The most important thing is for teens to feel safe, online and in the real world alike.

1.What is the second paragraph mainly about?

A.The pressure of the high school girls logging-on.

B.The influence of too much logged-on time on high school girls.

C.Too much time spent on social media for high school girls.

D.The increasing population of the high school girls logging-on.

2.Which of the following can replace the underlined word “revealing” in paragraph 2?

A.Exposed. B.Interesting.

C.Funny. D.Romantic.

3.Why are the girls more likely to experience negative effect online than boys?

A.Because the girls' social status is low.

B.Because the girls are mostly unkind to each other.

C.Because the girls use social media more than boys.

D.Because the girls pay more attention to their appearance.

4.What can be inferred from the passage?

A.Parents should keep teens out of the social media.

B.Parents keep teens feel safe online and in the real life.

C.It is time to worry about your teens and social media.

D.Boys and girls can be equally damaged by social media.