阅读下面材料，在空白处填入1个适当的单词或括号内单词的正确形式。
Tea culture is defined (定义) by the way tea is made and consumed, by the way the people interact (互动) with tea, 1. by the aesthetics (美学) of tea drinking. It includes tea production, tea brewing (冲, 沏), tea arts and ceremony, society, history, etc.
Tea ceremony, with 2. (it) roots in the Chinese tea culture, differs among eastern countries, However, it may also differ in preparation, such as in Tibet, 3. tea is commonly brewed with salt and butter.
Different regions also like different 4. (variety) of tea — black, or oolong, and use different flavourings (调味品) such as milk, sugar or herbs, 5. (satisfy) people’s tastes. The temperature and strength of the tea likewise vary 6. (wide).
Due to the importance of tea in Chinese society and culture, tea houses 7. (find) in most Chinese neighbourhoods and business districts nowadays.
Tea culture in China is different 8. that of Europe, Britain or Japan in such things as preparation methods, tasting methods and the occasions for which it is consumed. Even now, on both casual and formal Chinese occasions, tea is consumed regularly. In addition to 9. (be) a drink, Chinese tea is used in 10. (tradition) Chinese medicine and in Chinese cuisine.
An old, disconnected black telephone stands in the town of Otsuchi, Japan. The phone has been ________ by at least 25, 000 people since the 2011 Great East Japan Earthquake. People have come to convey their feelings to ________ loved ones.
Calling it “the phone of the wind”, Itaru Sasaki set up the phone in his garden, on a small ________ with a commanding (居高临下的) view of the calm sea. The garden is ________ to all, and there is a ________ placed by the phone, the fourth such one to be used. Many people have left ________ for their loved ones on the books.
Located on the Sanriku Coast, Otsuchi was ________ by the tsunami (海啸) of March 2011. In the town, 1,285 people ________ or went missing, about 10 per cent of the town’s population.
“Come home ________. From your father, mother and grandparents.”
Sasaki found this message in the autumn of 2013, and eventually ________ the family who had written it. They were ________ their son, who went missing in the ________. The mother expressed her ________ to Sasaki, saying: “I have no idea what I have been doing since that moment. Time has stood still for me.”
Sasaki said messages have ________ as time has passed. People have started to ________ the deaths of their loved ones, ________ things such as “Please watch over us from heaven.”
________ people lost in the earthquake and tsunami, families who lost a loved one in an accident are ________ coming to honor their memories of that person. “The telephone is not ________, but people feel like their departed loved ones are there listening on the ________ end of the line,” Sasaki said.
1.A.visited B.answered C.powered D.borrowed
2.A.lost B.tired C.worried D.frightened
3.A.street B.stream C.hill D.farm
4.A.attractive B.common C.familiar D.open
5.A.key B.photo C.letter D.notebook
6.A.names B.messages C.invitations D.suggestions
7.A.controlled B.polluted C.destroyed D.surrounded
8.A.gathered B.died C.returned D.escaped
9.A.soon B.again C.too D.then
10.A.fed B.joined C.left D.met
11.A.cheering for B.looking after C.searching for D.running after
12.A.accident B.disaster C.campaign D.adventure
13.A.feelings B.concerns C.decisions D.interests
14.A.arrived B.spread C.changed D.disappeared
15.A.avoid B.accept C.studying D.challenge
16.A.teaching B.reading C.studying D.writing
17.A.In addition to B.According to C.In spite of D.Instead of
18.A.even B.also C.still D.already
19.A.used B.affected C.permitted D.connected
20.A.front B.wrong C.other D.near
How to Give Directions
Whether you’re telling someone how to get your house or guiding a stranger to a local museum, you should know how to give good directions.
1. Explain the route based on where the person is coming from. Before you start giving directions, you need to ask the person where exactly they’re coming from. 1.
2. Give the simplest route. While it may seem attractive to give directions to your favorite shortcut, this could wind up doing more harm than good. Instead, give the simplest directions that are least likely to confuse the person.2.
3. Share the safest route. If there are several routes and some of them are especially dangerous, give the safest route. 3. Whether it’s narrow road or a high crime neighborhood, take threats to the person’s safety into consideration.
4. 4. Otherwise, you may give incorrect directions that could get the person lost. Give directions for routes that you’ve taken many times, rather than trying to describe a shortcut or another route you don’t know as well.
5. Warn the person about confusing parts of the route. If there is a confusing part of the route you’re providing, tell the person about it very carefully. 5. Some points of confusion could include roads with little notice and turns that are very slight.
A.Create a map of the route and share it.
B.Don’t suggest routes you haven’t taken.
C.Besides, tell them when to expert the confusing part.
D.As your directions will depend on which way they are headed.
E.Don’t use words, phrases or names which only the locals know.
F.This way, you’ll decrease: the chance of the person’s getting last.
G.As the person you’re advising won’t know the dangers they’ll be driving through.
It’s late at night, the weather is bad and you’re hungry. Your favorite restaurant is less than a mile away, but you don’t want to leave the house, and you don’t want to pay a $5 delivery fee. So, what do you do? Back in the old days, you would have braved the weather. But those days are coming to an end, at least in Washington, D.C.
A group of about 20 knee-high robots recently has appeared on the sidewalks of the nation’s capital. Their tasks are to bring take-out food from restaurants to hungry customers at home—while keeping the delivery cost to around a dollar.
The robots are European, created in Estonia by a company called Starship Technologies. Each of them is a middle-sized cooler on six wheels, drives at an average speed of about 4 miles per hour, about the speed of a walker. It has lights and a tall, bright orange flag so that it can be noticed by people on the sidewalk.
Here in Washington, Starship has teamed up with Postmates, the online delivery service, and the robots already are completing deliveries around the city.
They move almost silently. They are electric so there isn’t much sound aside from their wheels. Their cameras recognize a lot—including traffic lights and stop signs.
The robots have only been in Washington for about a month, and they’re still causing quite a stir, often getting stopped for photos. A young mother Maria is on the sidewalk, pointing out the robot to her daughter. “It’s super cool,” she says. “But the only thing that concerns me—is it going to put people out of jobs?”
The company does not see robots as a replacement, says Russell Cook, the director of Postmates. “We have people that drive cars, walk and bike, and we see robots as another type of vehicle that helps us offer deliveries,” he says.
1.What purpose does Paragraph 1 serve in the text?
A.To introduce the topic. B.To express the main idea.
C.To tell an interesting story. D.To offer some suggestions.
2.What do we know about the robots?
A.They can communicate with walkers.
B.They create little noise while walking.
C.They are able to travel at a high speed.
D.They were developed by a US company.
3.Why is the mother worried about the robots?
A.They may be not as safe as expected.
B.They may cause a stir on the sidewalk.
C.They may be destroyed by some people.
D.They may take the place of deliverymen.
4.What can be a suitable title for the text?
A.A Leading Online Delivery Company
B.Delivery Robots in Washington, D.
C.C. The Latest Development of Postmates
D.The Growing Concern about Delivery Robots
Downshall Primary School based in the London Borough of Redbridge is trying a new project called “Bringing Together, Learning Together, Growing Together” that brings elderly people living alone or having certain mental illnesses into the classrooms.
This is the first time a school has hosted a day centre for the elderly who came three days a week with their carers and support workers. Across three classrooms, they spent 20-minute periods with the school’s four-and five-year-olds, doing activities that fit within the national curriculum.
Pam Abner, 71, used to be a primary school teacher. “It can be a little bit boring sitting in the house on your own. It’s nice to come out and meet people and children,” she said.
The projects was brought up by Dr David Hinchcliffe. The early signs are good. “It’s fantastic. Just the looks on everybody’s face,” said Hinchcliffe. “One lady said she could not remember being so happy. She wakes up in the morning and can’t wait to go to school!”
The children taking part in the project at Downshall also benefit. The headteacher, Ian Bennett, said, “We thought it would be a great idea to try this. We’ve had some amazing moments.”
One little boy, who had not spoken since joining the school, spoke for the first time while taking part in the project. “For these children, to have the experience of building a relationship with these elderly members of our community, as well as the opportunity to speak with them and develop their language skills is important,” said Maria Zgouralis, head of early years.
Stephen Burke, a director of United for All Ages, which promotes the development of shared places to bring generations together, said “It’s a win-win for the children and the older people, sharing activities and experiences, and thereby improving health, learning and understanding for all,” and he hoped there would be more such chances for more people.
1.How does the project bring two generations together?
A.By bringing kids to care homes.
B.By building shared places for them.
C.By inviting elderly people to classrooms.
D.By organizing activities for both generations.
2.Who first came up with the idea for the project?
A.Pam Abner. B.Ian Bennett.
C.Maria Zgouralis. D.David Hinchcliffe.
3.What does the underline word “their” in Paragraph 6 refer to?
A.The teachers’. B.The children’s
C.The elderly people’s D.The community members’.
4.What does Stephen Burke think of the project?
A.It’s especially helpful for shy kids.
B.It helps kids better plan for the future.
C.It should be more widely introduced.
D.It’s more beneficial to the elderly than to kids.
A young kangaroo is lucky to be alive today thanks to a pair of New South Wales teenagers.
Nick Heath and Jack Donnelly, both 19, were riding their motorbikes in the bush outside Sydney on Sunday when they came across a kangaroo stuck in the mud.
The boys saw the head of the animal sticking out of the mud at Agnes Banks near the Nepean River in southwest Sydney. The animal was clearly in pain but the boys couldn’t reach it, so they raced home to get some rope. When they returned, Mr. Donnelly tied the rope around his waist and walked into the thick mud to get hold of the kangaroo while his friend then pulled them about 30 meters to safety.
Appearing on Today this morning, the young men retold their experience to save the animal.
“The kanguarwo’s life was important to us so we pulled out all the stops to rescue it,” Mr. Heath said. “We lake pride in what we did. If we see something like that again, we’ll do it all over again,” Mr Heath added.
The animal, while not in great health after being save, was handed to wildlife rescue organization WIRES. It’s believed that the kangaroo was likely searching for water in the dry conditions when it got stuck in the mud.
As for the heroes of the story, they re glad to have been in the right place at the right time to help the animal—and don’t mind the attention it’s brought.
“Yeah we liked it, something different,” Mr. Donnelly told news.com.au.
1.What did the teenagers do on seeing the kangaroo?
A.They walked into the mud to save it.
B.They rode in the bush to look for help.
C.They went back home for some rope.
D.They tried to keep its head out of the mud.
2.What did Mr. Heath mean by saying the underlined words in Paragraph 5?
A.They stopped to think before acting.
B.They tried their best to save the animal.
C.They walked out of the mud without difficulty.
D.They were not sure if they should save the animal.
3.What do we know about the kangaroo?
A.It’s in good care.
B.It’s still in great danger.
C.It nearly died from thirst.
D.It ran too fast to notice the mud.
4.How did the teenagers feel after rescuing the kangaroo?
A.They were delighted and proud.
B.They were worn-out but excited.
C.They were worried about the kangaroo.
D.They were uncomfortable with the attention.
