Water Safety

To rescue a drowning person, don't jump into the water unless you are a trained lifesaver. The victim(受害者) may pull you under.

Instead, try to toss (拋) a life preserver if you have one. Anything that will float can save the person's life. A beach ball, a vacuum jug, or a picnic chest will also help. The National Safety Council points out that many drownings could be prevented if people knew all the common objects that float well enough to help a drowning person.

If you are in a boat, or you can find one, use the boat to try to reach the person in trouble. Turn the boat so the victim can grab the stern(船尾). Don't stand up to help the victim. Stay seated so the boat won't overturn. Try to balance the boat as the person climbs aboard. If the boat overturns, stay hanging on to the side for a while to relax before trying to right it.

5. What kind of things should you throw to a person in trouble in the water?

A. A stone.

B. A heavy box.

C. Something that floats well enough.

D. Something large and heavy.

6. Which sentence belongs to the box?

A. Jump into the water and swim to him(her).

B. Paddle(用槳?jiǎng)? the boat towards the coast.

C. Stand up and shout for help.

D. Turn the rear(后部) of the boat towards the person in the water.

7. The first paragraph helps the reader understand why ________.

A. there are so few drowning accidents

B. people are often drowned themselves when they try to save a drowning person

C. so many drowning people are able to save themselves

D. it is important to drink plenty of water

8. Where would you be most likely to find a passage like this?

A. In a encyclopedia (百科全書).

B. In a humorous story about a couple who sail around the world.

C. In a newspaper account of the National Cup sailing competition.

D. In a guidebook.

閱讀下面的文字，完成下列各題。

高原，我的中國色

喬　良

東亞細(xì)亞的腹地，一派空曠遼遠(yuǎn)，觸目驚心的蒼黃。連那條從巴顏喀拉的山巖間奪路而來的大河，也暴烈地流瀉著一川黏稠的黃色！這就是高原。黃土高原。

渾黃的天地間，走來一個(gè)黃皮膚的老者�？床磺逅�的面孔，聽不清他的聲音，只有那被黃土染成褐色的長髯在被太陽噴成紫色的浮塵中飄拂……老者身后，逶迤著長長、長長一列只在身體的隱秘處裹著獸皮的男人和女人。

一棵巨大的柏樹，便在這人群中生下根來。所有黃皮膚的男人女人和他們的后人，都把這巨樹喚作軒轅柏。它的根須像無數(shù)手指摳進(jìn)黃土，扎向地心，用力合抱住整個(gè)兒的高原。

始皇帝橫掃六合的戰(zhàn)車，漢高祖豪唱大風(fēng)的猛士，倚在駝峰上西出陽關(guān)的商旅，打著呼哨、渾身酒氣的成吉思汗的鐵騎，和五午年的歲月一道，從這金子樣的高原上驕傲地走過去，走過去，直到……

暮云垂落下來，低矮的天地盡頭，走來一個(gè)小小的黑點(diǎn)。一個(gè)軍人。

他站在一架沖溝縱橫、褶皺斑駁的山梁上。殘陽把他周身涂成一色金黃。他伸出手臂，出神地欣賞著自己的皮膚。金黃的暉光從手臂上滑落下去，掉在高原上。一樣的顏色。他想，我的膚色和高原一樣。

豪邁的西風(fēng)從長空颯然而至。他的衣襟和褲角同時(shí)低唱起暗啞而粗獷的古歌。剎那間，他獲得了人與天地自然，與遙遠(yuǎn)的初民時(shí)代那種無縫無隙的交合。是一種虛空又充實(shí)，疏朗又密集，渺小又雄大的感覺。

他不禁微微一笑。然而，只一笑，那難以言喻的快感消退了。漸漸塞滿胸壑的，是無邊的冷寞，莫名的蒼涼。竟然沒有一只飛鳥，竟然沒有一叢綠草。只有我，他想。我和高原。于是他又想，這冷漠、這蒼涼不僅僅屬于我，還屬于遺落在高原上的千年長史。

畏懼盜寇的商賈們拋離了駝隊(duì)踩出的絲綢古道。面對異族的武夫們丟棄了千里烽燧和兵刃甲胃。一路凄惶，簇?fù)碇�玉輦�(cè)A蓋，偏安向豐盈又富庶的南方。那叫人柔腸寸斷的杏花雨呵，竟把炎黃子民們孔武剽悍的魂魄和膂力一并溶化！而歷史，卻在某個(gè)迷茫的黃昏，被埋進(jìn)深深的黃土。

他感到胸口有一團(tuán)東西被揪得發(fā)疼。他想喊。他想站到最高的那架山梁上去，對著蒼茫的穹窿嘶喊：難道華夏民族所有的武士，都走進(jìn)了始皇陵兵馬俑的行列？

沒有風(fēng)。沒有聲息。高原沉默著。

一塊沒有精壯和血性漢子的土地是悲哀的。

他想起了他那些戴著立體聲耳機(jī)、抱著六弦琴橫穿斑馬線的兄弟們。他們?nèi)�都身�(xiàng)l瘦長，臉色煞白，像一根根垂在瓜架上的絲瓜。他們要去參加這一年中的第三百六十七次家庭舞會了吧？他們的迪斯科跳得真好。他們憂郁的歌聲真動(dòng)人。但，他們只從銀幕上見過高原和黃土。他們不知道紫外線直射進(jìn)皮膚和毛孔時(shí)的滋味，更不知道那黃土堆成的高原上埋著的古中國。

可那才是中國，那才叫中國。在病榻上呻吟了八百年，又被人凌辱了二百年的，不是真正的中國。真正的中國是閃著絲綢之光、敦煌之光、修筑起長城，開鑿出運(yùn)河，創(chuàng)造了道教，融合了佛教，同化了一支支異族入侵者的中國。

真正的中國是一條好漢。這裸著青筋、露著傲骨的高原也是一條好漢。

他想，我也該是這樣的漢子。

他想，有了這樣的男子漢，高原，這金子似的高原便不會死去。因?yàn)檐庌@柏在這里扎著一根粗大的、深邃的根莖。

這個(gè)人，這個(gè)軍人，就是我。

這篇散文中作者設(shè)置的“軒轅柏”有什么象征意義？請結(jié)合閱讀材料簡要分析。

“是一種虛實(shí)又充實(shí)，疏朗又密集，渺小又雄大的感覺�！弊髡邔�褒貶之詞同時(shí)用來描寫這種感覺，這是一種什么樣的感覺？“他”為什么會產(chǎn)生這樣的感覺？

文章結(jié)尾說：“這個(gè)人，這個(gè)軍人，就是我�！币痪渲信c上文哪一句照應(yīng)？怎樣理解其中的“我”？請你談?wù)勛髡咴谖闹腥绾武秩九c張揚(yáng)著自己的情緒?

下列對文章的賞析，不正確的兩項(xiàng)是       （    ）

    A．“殘陽把他周身涂成一色金黃”，他為自己有著與“金子樣的高原”同樣的顏色而自豪，就是他為做一個(gè)中國人而驕傲。

    B．“他”站在黃土高原上，看到“竟然沒有一只飛鳥，竟然沒有一叢綠草”，深感植被破壞嚴(yán)重，內(nèi)心無比冷寞，蒼涼。

    C．豐盈富庶的南方，柔腸寸斷的杏花雨象征了溫柔安逸、沒有血性的土地，銷磨了一代代中國人慷慨悲歌之氣，積極進(jìn)取之心。

    D．“他”想呼喊，僅僅因?yàn)楝F(xiàn)代人的蒼白無知，壓得他幾乎喘不過氣來。所以他的大聲吶喊是希望喚回高原的血性來。

    E．全文語言鏗鏘有力，擲地有聲，在凜然傲氣中又滲透著無限的歷史蒼涼感，如同一幅黃昏時(shí)分的畫卷，述說著遙遠(yuǎn)的歷史又翹首期待著美好的明天。

Women had a significant part to play during World War Ⅱ，which was the time when women also made their own contributions.Some women’s great efforts and their names have been recorded in history.Here’s a look at some of the strong figures of women in World War Ⅱ.

Tatiana Nikolaevna Baramzina was born in Glazov of Russia on December 12,1919.In 1943，she was sent to the Central Women’s Sniper Training School and upon her graduation in April，she was further sent to the front.She managed to kill around 16 enemies in the first three months！Unfortunately，she was captured(俘虜) by the enemies and was killed on the fifth of July in 1944.Today，the street where she grew up has been renamed in her memory.

Anne Frank was a German?born Jewish girl who was well?known for the publication of her diary that described all her experiences when the Germans occupied Holland in World War Ⅱ.Anne was born on June 12,1929 and she，along with her family，went into hiding in July 1942.Two years later，her family was captured and seven months from her arrest，Anne Frank died of illness in early March 1945.

Margaret Ringenberg was born on 17 June,1921，in Indiana of America.She began her career during World War Ⅱ when she became a ferry pilot for the Women Airforce Service Pilots.After that she turned a flight instructor in 1945.She even wrote her own book named Girls Can’t Be Pilots.She passed away on 28 July,2008，after flying for 40,000 hours in the air.

Hannah Szenes was born on 17th July,1921 and was trained to parachute(用降落傘空投) by the British army into Yugoslavia during World War Ⅱ.This task was given in order to save the Jews of Hungary.Her secret mission was not revealed even when she was tortured(折磨) following her arrest at the Hungarian border.Hannah Szenes had to brave immense tortures，yet she did not lose heart.She bravely battled it out and tried to sing to keep her spirits high！She also kept a record of events in her diary till 7th November,1944，when she was finally killed.

These names are just a few of the women who played a significant part in World War Ⅱ.Their stories go a long way in showing the kind of lifestyles they led and their struggles and sacrifices.

1. What is mainly discussed in the text?

A．Women were braver than men in World War Ⅱ.

B．Women and men made equal contributions in World War Ⅱ.

C．Women played a significant role in World War Ⅱ.

D．Women’s death rate was high in World War Ⅱ.

2.Which of the four women heroes died the youngest?

A．Tatiana Baramzina.

B．Anne Frank.

C．Margaret Ringenberg.

D．Hannah Szenes.

3. Who were killed by the enemy in the war?

A．Tatiana Baramzina and Anne Frank.

B．Hannah Szenes and Tatiana Baramzina.

C．Anne Frank and Margaret Ringenberg.

D．Margaret Ringenberg and Hannah Szenes.

4. It can be learned from the text that ________.

A．Tatiana Baramzina was once a flight instructor

B．Margaret Ringenberg was the best at writing about the war experiences

C．Anne Frank and her family were arrested by Germans in 1944

D．Hannah Szenes was arrested by Germans because of her diary

假如你是校報(bào)負(fù)責(zé)人，急需在學(xué)校內(nèi)聘一位同學(xué)任英文版的編輯。請你用英文以“An English Editor Wanted”為題目寫一則招聘啟事。內(nèi)容要點(diǎn)如下：

1. 該工作主要包括兩部分：一是從英文報(bào)刊雜志及互聯(lián)網(wǎng)上選擇適合學(xué)生的文章；二是選擇與編輯同學(xué)們的來稿。

2. 希望該同學(xué)滿足下列要求：

a. 樂意奉獻(xiàn)出一些業(yè)余時(shí)間為同學(xué)們服務(wù);

b. 英文與美術(shù)皆好；能熟練使用電腦；

c. 感興趣的同學(xué)請?jiān)诒局軆?nèi)與學(xué)生會（Students’ Union）聯(lián)系。

注意：1. 詞數(shù)100左右；

2. 不要逐字翻譯， 要組成一篇通順連貫的短文。

An English Editor Wanted

Our school newspaper is looking for an editor for its English edition.

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Students’ Union

The word “plastic” comes from the Greek word “Platicos” and is used to describe_1_which can be easily shaped.?

The history of plastics is longer than you might_2_.In fact _3_ manmade plastics ever to appear on the market was made over a hundred years ago. It was called “celluloid(賽璐璐)”.It was discovered by both an Englishman and an American in the same year._4_it was the Americans who first produced it on a large scale during the year 1860.Everybody was _5_by this new material which could be moulded (用模子做) into shapes and _6_so cheap to buy.

Poor young men _7_in cities with lots of smoke and dirt were_8_ to buy white celluloid collars(領(lǐng)子).The collars were hard and uncomfortable. But they did not have to be sent to wash. The poor young men _9_ rub them clean every evening with soap and water! Poor mothers,

_10_ had not been able to afford playthings _11_their children, were now able to buy them playthings _12_ of celluloid. But celluloid had one very serious fault. It caught fire very easily. In fact it burned even more quickly than wood or cloth. There were many terrible accidents, particularly _13_ children. For years scientists worked hard to find a better plastic material than celluloid. They had _14_ success. Then in 1932 an American scientist called Baekeland produced a hard plastic material which did not burn. _15_ became known _16_ bakelite(酚醛塑料).Other plastic materials like bakelite were _17_ produced. They _18_ to make electrical fittings and plates and cups. Poor people liked them because they were both cheap and safe, but rich people _19_ them because they were cheap, and because they could only be made _20_dark colours.

1. A. something    B. everything  C. thing            D. anything

2. A. wish        B. think       C. want            D. hope

3. A. first         B. at first      C. for the first      D. the first

4. A. So          B. But        C. And            D. As

5. A. surprised     B. excited     C. told            D. frightened

6. A. be          B. were       C. was             D. is

7. A. waiting      B. running    C. walking          D. working

8. A. going       B. sure        C. about            D. able

9. A. could       B. ought to     C. must            D. should

10. A. which      B. who       C. whom            D. that

11. A. for        B. like        C. in               D. of

12. A. done       B. produced   C. worked           D. made

13. A. between    B. on        C. among            D. about

14. A. much      B. great.      C. never             D. little

15. A. The man   B. He         C. It                D. The scientist

16. A. as        B. with        C. by               D. to

17. A. already    B. still         C. also             D. yet

18. A. used      B. hoped       C. were used         D. had

19. A. took     B. loved       C. enjoyed           D. disliked

20. A. in       B. by          C. from             D. of