Have you ever been to Singapore? It is a dynamic city-state where you will find a harmonious mixture of culture, cuisine, arts, people and architecture. If you have at least 5 hours to spare in transit(运输；中转) before your next flight, join us in one of our free two-hour guided tours, which runs daily at regular times. Registration for the tour must be made at least one hour before the start of the tour.
◆HERITAGE TOUR
Tour Timings:
9:00 am to 11:00 am
11:30 am to 1:30 pm
2:30 pm to 4:30 pm
4:00 pm to 6:00 pm
The heritage（遗产） tour has a short stopover at the Merlion Park before going to the Colonial District, Central Business District and Chinatown or Little India. The journey to the Merlion Park offers you a entire view of Singapore's landmarks like Marina Bay Sands, Singapore Flyer and Gardens by the Bay. The tour will bring you through a discovery journey where you will have a glimpse of a unique mixture of East and West, tradition and modernity. It will be a splendid way for you to explore the history, culture and lifestyle of multi-racial Singapore while in your transit.
◆CITY LIGHT TOUR
Tour Timings: 6:30 pm to 8:30 pm
As night falls, Singapore takes another look to offer an entertainment choice. The City Light Tour brings you to various attractions in Singapore. As the journey begins from Changi Airport towards Benjamin Sheares Bridge, you will get a wide view of Singapore's famous symbols- the Singapore Flyer, Marina Bay Sands and Esplanade. Next, you will see the Helix(螺旋的) Bridge which is inspired by the double helix of our DNA structure.
1.If it is 2: 45pm now and Mike’s plane is going to take off at 8:35pm, which is the best timing for him?
A. 9:00 am to 11:00 am B. 11:30 am to 1:30 pm
C. 2:30 pm to 4:30 pm D. 4:00 pm to 6:00 pm
2.People can enjoy a wide view of Singapore’s landmarks on the way to _______.
A. Little India B. Chinatown
C. the Merlion Park D. the Colonial District
3.Which of the following is TRUE about the City Light Tour______.
A. It is a great tour to explore the history, culture and lifestyle of Singapore
B. You’ll have a glimpse of a unique mixture of East and West during the tour
C. . On the tour, you can see Helix Bridge, which looks like our DNA structure
D. It begins from Marina Bay Sands and goes towards Benjamin Sheares Bridge
假设你是红星中学高三学生李华，请根据以下四幅图的先后顺序，介绍你组织戏剧社成员排演《雷雨》参加学校戏剧节的全过程，并以 “Putting Thunderstorm on the School Stage”为题，给校刊“英语角”写一篇英文稿件。词数不少于60。
Putting Thunderstorm on the School Stage
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假设你是红星中学高三学生李华，你的英国朋友Jim对中国文化很感兴趣。他即将过生日，你给他准备了一件礼物并写信给他，内容包括：
1. 生日祝福；
2. 礼物介绍；
3. 选择该礼物的原因。
注意：1. 词数不少于50；
2. 信的开头和结尾已给出，不计入总词数。
Dear Jim
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Yours,
Li Hua
Nowadays, WeChat is about expressing our opinions and Weibo is about collecting things we like. Both of them develop our self-focus. Self-focus simply means you pay attention to how you feel, think and behave. Self-focus isn’t naturally a bad thing. Particularly in individualistic (个人主义的) cultures, we value our ability to be self-aware. 1.
Unfortunately, when you are regularly focusing on yourself, you’ll notice any dissatisfaction, anxiety, or general discomfort you might not have otherwise. 2. As a result, self-focus contributes to a wide range of mental health problems like anxiety.
But quitting technology is no longer a practical solution. 3. For example, don’t post about things you did, which focuses your attention on yourself. Instead, you could share advice and words of support from your smart phone. As a result, you’ll feel better, and so will the people around you.
Do you like to take selfies (自拍)? It’s easy to take a quick picture of yourself to show what you re doing, or how you re feeling. But paying attention to ourselves often makes us feel worse. 4. Do your best to highlight (突出) the wonderful things that make them special. In this way, you won’t focus so much on your bad hair day, and you will get along better with your friends.
5. But if we can learn to move the focus off ourselves and onto doing good for others, technology can help us grow. Anyway, the point is that it’s up to you to handle the ability of your self-focus.
A. Too much self-focus means few friends.
B. Self-focus is generally helpful in daily life.
C. Therefore, try taking pictures of your friends.
D. In fact, we can use technology in ways that are less self-focused.
E. By bringing your attention to those negative emotions, you strengthen them.
F. We want to know who we are and why we do what we do to uncover possible ways to improve our lives.
G. Technology-when used in certain ways is having negative effects on our mental health and well-being.
Shark attacks not only disturb beach activities, but can affect associated tourist industries. Shark nets are a common solution to preventing shark attacks on beaches, but they cause dangers to sea ecosystems.
Seeking a cost-effective way to monitor beach safety over large areas, we have developed a system called Shark Spotter. It combines artificial intelligence (AI), computing power, and drone (无人机) technology to identify and warn lifesavers to sharks near swimmers. The project is a cooperation between the University of Technology Sydney and The Ripper Group, which is pioneering the use of drones—called “Westpac Little Ripper Lifesavers”—in the search and rescue movement in Australia.
SharkSpotter can detect sharks and other potential threats using real-time aerial imagery. The system analyses video from a camera attached to a drone to monitor beaches for sharks, send warnings, and conduct rescues. Developed with techniques known as “deep learning”, the Shark Spotter system receives imagery from the drone camera and attempts to identify all objects in the scene. Once certain objects are detected, they are put into one of 16 categories: shark, whale, dolphin, rays, different types of boats, surfers, and swimmers.
If a shark is detected, Shark Spotter provides both a visual sign on the computer screen and an audible warning to the operator. The operator confirms the warning and sends text messages from the Shark Spotter system to the Surf Life Savers for further action. In an emergency, the drone is equipped with a lifesaving flotation pod (漂浮仓) together with an electronic shark repellent (驱逐装置) that can be dropped into the water in cases where swimmers are in severe trouble, trapped in a rip, or if there are sharks close by.
In January 2018, the Westpac Little Ripper Lifesavers was used to rescue two young swimmers caught in a rip at Lennox Head, NSW. The drone flew down the beach some 800 meters from the lifeguard station, and a lifesaving flotation pod was dropped from the drone. The complete rescue operation took 70 seconds.
We believe Shark Spotter is a win-win for both marine life and beachgoers. This unique technology combines dynamic video image processing AI and advanced drone technology to creatively deal with the global challenge of ensuring safe beaches, protecting environments, and promoting tourism.
1.A Shark Spotter is ________.
A. a solution to monitor sharks
B. an equipment to identify lifesavers
C. a technology to prevent shark attacks
D. a project to pioneer the use of drones
2.When a shark is spotted near a swimmer, the system will ________.
A. take timely action B. analyze the visual data
C. classify the identified objects D. turn on “deep learning” mode
3.The example in the 5th paragraph shows us that the system is
A. efficient in saving lives B. effective in detecting sharks
C. smart in driving sharks away D. practical over the whole sea area
4.What is the author’s attitude towards the future of SharkSpotter?
A. Doubtful. B. Optimistic.
C. Negative. D. Objective.
Most adults firmly believe that as kids reach their teens, they start to take crazy risks that get them in trouble. Do teenagers simply love taking all risks much more than adults? A recent study suggests otherwise.
Scientists designed a simple experiment involving 33 teenagers and three other age groups. In the experiment, the researchers tried to distinguish between two very different kinds of risk-taking. The first they called a willingness to take known risks (when the probability of winning is clear) and the second they called a willingness to take unknown risks (when the possibility of success is uncertain).
The study offered participants the opportunity to play two kinds of games. They had the chance to win money, with one game offering a known risk and the other offering an unknown risk. On each round of the game, each participant had to choose between taking a sure $5 and known or unknown risks of winning a lot more. If on one particular round they had picked the $5 for sure choice, then they got $ 5. But if on that round they had chosen to take a risk, the rules of the game will determine whether or not they had won. If they did win, they went home with between $8 and $125. And, of course, if they lost, they went home with nothing.
What the scientists found was really quite surprising. It turned out that the average teenager was very hesitant when risks were known—more careful than college students or parents-aged adults, and about as careful as grandparent-aged adults. This means that when the risks were known, teenagers were not risky in their behavior at all. Only when the risks were unclear did teenagers choose them more often than other groups. Under those kinds of conditions, they were much more willing to take a risk than any other group.
So, what does all of this mean? The research suggests that adults should probably focus more energy on trying to educate teenagers about risks than limiting them. Teenagers who understand the risks associated with a decision are more likely to be careful in their behavior.
1.This experiment was carried out by
A. dividing the teens into three groups
B. comparing the reactions to different risks
C. giving equal amount of awards to the participants
D. observing the emotional changes of the teenager
2.When facing known risks, teenagers tended to be ________.
A. ambits B. cautious
C. anxious D. curious
3.Which group in the study were more likely to take unknown risks?
A. Teenagers. B. College students.
C. Parent-aged adults. D. Grandparent-aged adults.
4.According to the study, parents should focus on ________.
A. guaranteeing children to be careful
B. setting age limits on dangerous activities
C. respecting teens to make their own choices
D. guiding teens to learn more about the effect of risks
