Who is the woman most probably?
A. The man’s mother. B. The man’s boss. C. The man’s colleague.
What does the man mean?
A. The problems are hard for him too.
B. He has dealt with all the problems.
C. The woman should make a good plan.
When is the supermarket closed on weekends?
A. At 9:00 pm. B. At 10:00 pm. C. At 11:00 pm.
请阅读下面短文，并按照要求用英语写一篇150词左右的文章。
A post titled“Goodness, what have I done wrong to have to do homework with my kids！” caused a tremendous response in the society.
After millions of views on Sina Weibo, parents flocked to social media to share their own frustrating stories and experiences screaming and shouting their way through homework with their kids.
Now, millions of parents in China are calling for something that China’s tiger mothers would have considered unthinkable only a few years ago - a break from homework.
Education chiefs are already fighting back against challenging workloads, with officials in the eastern Jiangsu and Zhejiang provinces, and also the northern Ningxia province, ruling that homework should not become “parental homework” or be set “above the level of the curriculum or the ability of the student”.
（写作内容）
1. 用约30个单词概述上述信息的主要内容;
2. 用约120个单词谈谈“父母陪孩子做作业”所带来的负面影响，内容包括：
⑴ 父母陪孩子做作业会带来哪些负面影响（至少两点）；
⑵ 结合自身经历或见闻举例说明其负面影响。
（写作要求）
1. 写作过程中不能直接引用原文语句；
2. 作文中不能出现真实姓名和学校名称；
3. 不必写标题。
（评分标准）
内容完整，语言规范，语篇连贯，词数适当。
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请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。
注意：每个空格只填1个单词。请将答案写在答题卡上相应题号的横线上。
Ants: master cooperators
Millions of ants live together in a colony, but they don’t compete, get confused, or become disorganized. They behave in an amazing orderly manner at all times. Some scientists refer to ants as ‘super-organisms’ because they live in such highly organized societies that work together to survive. The way ants live and work together has made them one of the most important creatures on the planet.
Ants, like bees, belong to a class of eusocial insects. Eusocial insects are broken into groups within their community, and each group has a special job to do depending on the needs of the community. There are three basic groups in an ant colony: queens, soldiers, and workers. Queens are the largest ants, and their only job is to reproduce—they lay all of the eggs that will eventually become soldiers and workers. Soldiers are responsible for protecting the colony and finding new places for nests. Worker ants have many jobs within the community, including caring for the eggs and young ants, hunting for food and maintaining the nest.
Some scientists are studying how ants can lead to a better understanding of labor issues, social class, and the use of nature resources in human communities. Ants have had millions of years of practice in working together to survive and grow. For a colony to function successfully, ants have to cooperate, from which people can learn a lot. Researchers hope that gathering information about how ants live together in communities can help people learn to cooperate and compromise with each other.
However, others argue that there are fundamental differences between ants and humans that mean human societies are unlikely ever to attain ant-like levels of collaboration. For example, ants in a colony don’t compete with each other. When they are short of food in the colony, some worker ants automatically become ‘feeder’ ants and feed others with the food in their stomach, regardless of their usual job. When the food supply is replenished, they become worker ants again.
In addition, ants are able to work together without a leader giving them directions. Despite their names, queen ants are not leaders. Instead, ants find out what they need to do from their sense of smell. Research on harvester ants pass each other, they pick up a chemical smell which tells them what the other ant is doing. The number of ants they pass doing a particular job determines what they need to do. It is a form of communication, but unlike human communication it has no content; it is just based on numbers.
While ants undoubtedly have a great deal to teach us about organization and the structure of networks, those searching for a greater understanding of human behaviour and morals may need to look somewhere.
Ants: master cooperators | |
Main 1. | They live together in colony without competitions, 2. or being disorganized. |
The way they work together for 3. living in highly organized societies makes them unique on the planet. | |
Three groups, including queens, soldiers and workers in an ant colony have a special job, 4. the needs of the community. | |
5. of studying ants | It helps people understand labor issues, social class, and the use of natural resources better. |
Ants are 6. in working together to survive and grow, helping people run the communities smoothly. | |
It helps people learn to cooperate and 7. with each other. | |
Differences between ants and humans | For 8. of food, some worker ants automatically become ‘feeder’ ants. |
9. ants, humans have leaders giving people directions. | |
Suggestion | Researchers should have different 10. in understanding human behaviour and morals. |
As time went on, Philip’s deformity was accepted like one boy’s red hair and another’s unreasonable obesity. But meanwhile he had grown horribly sensitive. He never ran if he could help it, because he knew it made his limp more noticeable. He stood still as much as he could, with his badly shaped foot behind the other. Because he could not join in the games which other boys played, their life remained strange to him; Sometimes they seemed to think that it was his fault if he could not play football, and he was unable to make them understand. He was left a good deal to himself. He had been inclined to talkativeness, but gradually he became silent.
The biggest boy in his dormitory, Singer, took a dislike to him, and Philip, small for his age, had to put up with a good deal of hard treatment. About half-way through the term there was a game called Nibs. It was a game for two, played on a table or a form with steel pens. Soon nothing was seen but boys playing this game, and the more skilful acquired vast stores of nibs. But in a little while Mr. Watson made up his mind that it was a form of gambling, and forbade the game. Then he ordered all the nibs in the boys’ possession be handed in. Philip had been very skilful, and it was with a heavy heart that he gave up his winning; but his fingers itched to play still, and a few days later, on his way to the football field, he went into a shop and bought a pennyworth of J pens. He carried them loose in his pocket and enjoyed feeling them. Presently Singer found out that he had them. Singer had given up his nibs too, but he had kept back a very large one, called a Jumbo, which was almost unconquerable, and he could not resist the opportunity of getting Philip’s Js out of him. Though Philip knew that he was at a disadvantage with his small nibs, he had an adventurous disposition and was willing to take the risk; besides, he was aware that Singer would not allow him to refuse. He had not played for a week and sat down to the game now with a thrill of excitement. He lost two of his small nibs quickly, and Singer was jubilant, but the third time by some chance the Jumbo slipped round and Philip was able to push his J across it. He crowed with triumph. At that moment Mr. Watson came in.
‘What are you doing?’ he asked.
He looked from Singer to Philip, but neither answered.
‘Don’t you know that I’ve forbidden you to play that game?’
Philip’s heart beat fast. He knew what was coming and was dreadfully frightened, but in his fright there was a certain exultation. He had never been swished. Of course it would hurt, but it was something to boast about afterwards.
‘Come into my study.’
The headmaster turned, and they followed him side by side. Singer whispered to Philip:
‘We’re in for it.’
Mr. Watson pointed to Singer.
‘Bend over,’ he said.
Philip, very white, saw the boy quiver at each stroke, and after the third he heard him cry out. Three more followed.
‘That’ll do. Get up.’
Singer stood up. The tears were streaming down his face. Philip stepped forward. Mr. Watson looked at him for a moment.
‘I’m not going to beat you. You’re a new boy. And I can’t hit a cripple. Go away, both of you, and don’t be naughty again.’
When they got back into the school-room a group of boys, were waiting for them. They set upon Singer at once with eager questions. But he did not answer. He was angry because he had been hurt.
‘Don’t ask me to play Nibs with you again,’ he said to Philip. ‘It’s jolly nice for you. You don’t risk anything.’
‘I didn’t ask you.’
‘Didn’t you!’
He quickly put out his foot and tripped Philip up. Philip was always rather unsteady on his feet, and he fell heavily to the ground.
‘Cripple,’ said Singer.
For the rest of the term he tormented Philip cruelly, and, though Philip tried to keep out of his way, the school was so small that it was impossible; he tried being friendly and jolly with him; he abased himself, so far as to buy him a knife; but though Singer took the knife he was not placated. Once or twice, driven beyond endurance, he hit and kicked the bigger boy, but Singer was so much stronger that Philip was helpless, and he was always forced after more or less torture to beg his pardon. It was that which rankled with Philip: he could not bear the humiliation of apologies, which were wrung from him by pain greater than he could bear. And what made it worse was that there seemed no end to his wretchedness; Singer was only eleven and would not go to the upper school till he was thirteen. Philip realized that he must live two years with a tormentor from whom there was no escape. He was only happy while he was studying and when he got into bed. And often there recurred to him then that queer feeling that his life with all its misery was nothing but a dream, and that he would awake in the morning in his own little bed in London.
1.Why did Philip put his badly shaped foot behind the other?
A. Because he could maintain a balance.
B. Because he fell into that particular habit.
C. Because he had a strong desire to fit in with others.
D. Because he wanted to escape any reference to it.
2.It can be safely inferred about the game Nibs that _______.
A. the game amounted to much as to Mr Watson
B. the game was very fashionable among the boys
C. the game was the only way for Philip to socialize with others
D. the game favored those who were the most patient and skilful
3.According to the passage, which is the right order about the following events ?
a. Singer challenged Philip to the game Nibs.
b. Mr Watson took away all the boys’ nibs.
c. Singer tripped Philip over on purpose.
d. Singer was beaten by Mr Watson bitterly.
e. Philip couldn’t help but submit to Singer.
A. b-a-c-d-e B. b-d-a-c-e
C. b-d-a-e-c D. b-a-d-c-e
4.Which of the following can best describe the character of Philip?
A. Fragile and frustrated. B. Depressive but strong-willed.
C. Talkative and adventurous. D. Aggressive but independent.
5.What does the underlined sentence show?
A. Mr Watson showed sympathy for Philip.
B. Mr Watson discriminated in favor of Philip.
C. Mr Watson looked down upon Philip.
D. Mr Watson expected none of Philip.
6.What can we learn from the passage about Philip?
A. He didn’t intend to make up with Singer.
B. He felt inferior and left out.
C. He was negative about his future in the end.
D. He didn’t take pleasure in studying.
