Summer Program Guide for Teens Pre-College Immersive Program
Wellesley College is known for the thousands of accomplished women it has sent out into the world—women who are committed to making a difference. Especially designed for high school girls, the program is based on Wellesley’s campus. Students will take courses and become members of the Wellesley community.
When: July 7 - August 1
More Information: 781-283-2748 Young Scholars Program
Open to high school students who have an academic average of 3.2 or better, the program is a great introduction to the University of Maryland. Seminars featuring speakers in innovative（革新的） career or academic fields further enrich the learning experience. Students enjoy movie nights, activities at the students’ union and more.
When: July 8 - July 27
More Information: 301-405-7762 Zeal Adventure and Travel
We offer two-week and three-week long trips to Hawaii, Alaska, Australia, Costa Rica, and Spain. All trips include 15 to 25 hours of community service activities. Depending on your trip of choice, you’ll be volunteering with sea turtles, caring for dogs in Spain, and much more. Every trip also includes exciting outdoor activities like surfing, ice climbing and hiking.
More Information: 844-282-9325 California College Tour
Students will visit top schools throughout the state on this fun-filled tour. The tour includes enjoying tourist attractions along the way, including Disneyland! Along the way, students take college tours, meet with admissions staff, and learn how to make the most out of future college visits.
More Information: 510-548-6612
1.What can you do if you attend the Young Scholars Program?
A.Take part in various outdoor activities.
B.Learn the history of Wellesley College.
C.Watch films together with other students.
D.Enjoy some tourist attractions along the way.
2.Which number can provide access to volunteering chances?
A.301-405-7762.
B.510-548-6612.
C.781-283-2748.
D.844-282-9325.
3.Which program may help students make a choice during the college application?
A.California College Tour.
B.Young Scholars Program.
C.Zeal Adventure and Travel.
D.Pre-College Immersive Program.
假设你是李华，即将去澳大利亚一所学校短期交流，被安排住在Eric先生家，请你写封电子邮件与他联系并询问以下情况：
1. 住宿条件；2. 膳食安排；3. 交通情况。
I am Li Hua, a student from China.
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours sincerely,
Li Hua
下面短文中共有10处语言错误，请在有错误的地方增加、删除或修改某个单词。
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： 在错的词下划一横线，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限一词；
2、只允许修改10处，多者（从第11处起）不计分。
The other day, it was my birthday and I was looking forward to see my friends. We were meeting at a my favorite Italy restaurant. I was exciting and got to the restaurant at exactly 7 o’clock. I looked around for a familiar face but failed. Still, I decided to wait for him patiently. The restaurant quickly filled up with customer, but none of them were my friends. I called Lily, but she didn’t answer. I felt lonely and sadly. My friends had forgotten my birthday. I went home, opened the door and walk into the dark house. Suddenly the lights went off and my friends jumped up and shouted “Surprise!” They hadn’t forgotten, it was the best birthday ever.
语法填空
My experience of teaching students was a wonderful adventure. I had to deal with various challenges again and again.
The 1. (great) part of it was the relationship I developed with two students. One of the students was Michael, 2. I met when I was working for a kindergarten. Before I became a morning bus assistant, I 3. (hear) that Michael was a student who would always shout, stand up on the bus, make fun 4. other students, and distract the bus driver. So I decided that each morning, 5. he got on the bus, I'd have Michael sit beside me. At first he didn't like this idea. But soon he settled down, 6. (know) he had no choice. I began to talk to him about little things outside of school life, such as his weekend 7. (activity) and things that he liked to do. I also listened 8. (close) to him. As I gave Michael the attention that he needed, little by little, he began to behave better and better.
Another student I took a special interest in was a boy 9. (name) Tony, a third grader. To some degree, Tony seemed to be a slow or passive learner. So I decided to see if I could find a way to encourage Tony 10. (stay) at the task. Before long, he was paying more attention to his studies and scored high in all tests.
The Write Feeling
Growing up in a military family, I moved a lot. I mostly went to ______ with other kids whose parents were also in the military. But when my dad ______ from the Marines after twenty years of service, I found myself ______ a civilian school with twelve-year-olds who shared no similar life experience with me.
I was a stranger in a strange land. Everyone in my class had grown up together, and they had no ______ to spare for a newcomer. I wore different clothes, had different thoughts, and spoke with an accent. I ______ for the first few weeks of school. I had no friends, no activities, and no ____ of a bright future. To deal with it all, I began ______ in my diary every day—stories of adventure, of old friends, of feelings that I could not speak. I wrote as if my life depended on it, as if the very next breath I took could not happen ______ I wrote down words.
One day, my teacher, Mrs. Bush, came to me and asked why I always sat there writing instead of playing with others. I told her I enjoyed writing and ______ writing to playing. She smiled at me and walked away. About three weeks later, Mrs. Bush gave us a writing assignment. I was ____ that I could now participate in something I knew I excelled in.
That night I worked and worked on the essay. I wrote with great ______. It was my one chance to feel important and ______ by the class.
A few days after we handed in our assignments, Mrs. Bush called me up to the ______ of the classroom. I stood before thirty pairs of eyes looking at me, and I got ______. Was I in trouble? Did I do something wrong?
Then Mrs. Bush told the class how much she ______ all the work that went into the essay and everyone had done a great job. But, she said, one student stood ______ as an excellent writer, one with imagination, creativity, and word mastery. That student was me!
The class clapped politely and Mrs. Bush handed me my paper, with the following ______ on it: “Malinda, you are an excellent writer. You fill your paper with the breathings of your heart. Please keep on writing and share your ______ of writing with the world. I am proud of you and glad you are in my class.”
Mrs. Bush helped me feel a sense of ______, a place of purpose, and a way to survive a transition in life. She helped me gain ______ in myself that stayed with me beyond sixth grade.
1.A. church B. school C. war D. work
2.A. separated B. withdrew C. quit D. retired
3.A. visiting B. attending C. running D. leaving
4.A. idea B. plan C. chance D. room
5.A. struggled B. played C. laughed D. exercised
6.A. memory B. control C. promise D. need
7.A. reading B. drawing C. writing D. copying
8.A. unless B. once C. while D. when
9.A. compared B. applied C. turned D. preferred
10.A. astonished B. satisfied C. excited D. embarrassed
11.A. anxiety B. curiosity C. wonder D. passion
12.A. impressed B. accepted C. challenged D. rejected
13.A. front B. corner C. door D. outside
14.A. annoyed B. disappointed C. worried D. surprised
15.A. appreciated B. expected C. recognized D. enjoyed
16.A. out B. up C. by D. off
17.A. descriptions B. remarks C. suggestions D. accounts
18.A. advantage B. purpose C. gift D. idea
19.A. responsibility B. belonging C. devotion D. relief
20.A. interest B. imagination C. creativity D. confidence
I was the fool at school, regarded as a special needs student. I was termed as such, obviously, because I was not interested in school and did not care for my _______.
Over time, I started to believe in my stupidity. I _______ the fact that I was in special needs classes and poured it out as anger and depression. But one activity _______ this view of myself chess.
I started to play chess with my father after school simply because I wanted to _______ him at something. My father was a _________ man, fond of physics, writing, religion…, almost every _______. He was called a walking dictionary. So, winning in chess against my father would be a _______ that I had intellectual power. On the small chessboard, I had a chance to _______ my so-called inability.
Game after game, I wanted to beat my father even more. I started to study chess books and play against a chess computer to _______ my skills. One weekend, I finally checkmated(将杀) my father on a ferry ride, which made me feel ________.
Two years later, I became the second board on my school chess team, with our top board being the best high school player in the state. But before the tournament season, our top player ________ to come. There came my chance to play as top board against the best players in other states.
I was determined to show who I had become: a(n) ________ person able to win with calculation, logic and will. My most ________ game came in the final round. Our team was facing a high school which only excellent students attended. It was ________ a match between a special needs student and a smart soul. My opponent(对手) was playing well and kept ________ while I kept defending to keep my king safe. He spent long trying to break down my defenses, but could not find the final push. I ________ with more defensive moves, trying to make it as difficult for him as possible. With little ________ left, he started to make rapid moves. ________ he could make the final decision, he ran out of time. Honestly, as his clock flag fell, I jumped up out of my seat and kissed the floor out of excitement. Of course it was not the most sportsmen—like ________, but I could not control my emotions.
While holding my winner’s cup, I knew I was not ________. The inferiority complex (自卑感) had melted away, and I realized that underneath our thoughts, each person is a genius.
1.A.habits B.grades C.plans D.benefits
2.A.noticed B.explained C.accepted D.ignored
3.A.changed B.supported C.questioned D.showed
4.A.please B.comfort C.beat D.disturb
5.A.smart B.strict C.quiet D.strong
6.A.method B.topic C.event D.field
7.A.dream B.lesson C.theory D.sign
8.A.prove B.expose C.overcome D.promote
9.A.teach B.sharpen C.choose D.invent
10.A.overjoyed B.disappointed C.puzzled D.interested
11.A.promised B.managed C.happened D.failed
12.A.brave B.lucky C.active D.intelligent
13.A.terrible B.memorable C.dangerous D.popular
14.A.normally B.possibly C.actually D.partly
15.A.attacking B.smiling C.pausing D.escaping
16.A.returned B.quit C.won D.exchanged
17.A.patience B.time C.energy D.wisdom
18.A.Once B.Until C.Before D.Unless
19.A.spirit B.thought C.comment D.behavior
20.A.proud B.stupid C.bright D.lazy
