Zhang Yi, Cao Yu, Wang Lin, Liu Li and I are good friends. ______ is a picture of us.______ this thin boy. He is my best friend, Cao Yu. He______ glasses and he likes______ very much. This tall girl is Wang Lin. She is a shy girl. She likes staying(待在) at home and watching TV. Liu Li is of medium build. She likes______ jokes. She is very friendly. Now please look at this______ boy. He has short curly______. He is our monitor(班長). He likes playing sports very much. He is smart______ friendly. We all like him. I'm a______ taller(更高的). I like playing basketball.______ are all happy children.

1.A. Here B. These C. Those D. They

2.A. See B. Look at C. Watch D. Look

3.A. wear B. to wear C. wears D. wearing

4.A. reading B. reader C. reads D. read

5.A. tell B. telling C. say D. saying

6.A. looking?good B. look?good C. good?looking D. good?look

7.A. hairs B. hair C. build D. builds

8.A. but B. or C. so D. and

9.A. some B. bit C. kind D. medium

10.A. They B. You C. We D. Their

1.A 2.B 3.C 4.A 5.B 6.C 7.B 8.D 9.B 10.C 【解析】試題分析：這篇記敘文，通過一張照片介紹了“我”和好朋友張譯、曹禺、王麟、劉莉的基本信息。 1.句意：這是我們的照片。考查主謂一致。is是單數(shù)意義的系詞，不能用于these（這些）、those（那些）和they（他們）等復數(shù)意義的人稱，可排除后面...
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Green scarves and self-esteem

Bai Yansong’s support

He supported green scarves by wearing a green 1. . He wanted to tell the students that there are no2. 　　　　 between green and red.

The origin (起源) of green scarves

A primary school in Xi’an made students with3. 　　　　 schoolwork and behaviour wear green scarves, which is a kind of 4.. Both parents and experts think it is5. to students’ self-esteem.

Good practice in some schools

Some American schools 6.children’s privacy by using secret numbers.

Many Chinese teachers tell students their grades by sending text 7. to them.

A long way to go

Test8. are not the only measure.

Adults should help students realize their own 9..

To make students believe in 10. is the most important.

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Mindfulness Matters

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Among schools that already teach meditation, the results have been positive. In one study, teachers reported that after five weeks of mindfulness practice, their students were more focused. They also participated more fully in class. A middle school in San Francisco reported that a student meditation program led to higher attendance rates and better grades. Another study suggested that meditation helped students perform better on tests by improving their working memory and reducing their anxiety.

Many supporters believe that meditation training programs can also help students overcome stress. For example, Headstand is a mindfulness education program designed to help students overcome anxiety. A study concluded that ninety-eight percent of participating students felt less stressed after they completed the Headstand program. In another study, researchers in New Haven, Connecticut, followed students who participated in meditation and yoga classes three times a week. They found that after each class, participants had lower levels of cortisol, a stress hormone (激素), in their bodies.

Despite the positive results seen so far, critics also point out that much of the current research is not rigorous(嚴謹?shù)? enough. Associate Professor Tamar Mendelson agrees that research on meditation in children is still in its early stages. However, even she insists that she has seen the positive impact of meditation on children. Others express worries that meditation is not a valuable use of class time. But many disagree. Denise Pope, a professor from the Stanford University, says, “This is something teachers can do immediately. You get a lot of bang for your buck and anyone who is against it isn’t thinking clearly.” Indeed, additional studies will surely strengthen our understanding of the benefits of mindfulness.

Although still in its early stages, research shows that meditation can help students learn to deal with anxiety and stress. As an added bonus, students of mindfulness training also report better concentration and gains in their academic performances. Therefore, meditation should be a part of every student’s school day. Participating in “stillness” can be just as productive as other school-related activities.

1.Why do some schools introduce mindfulness training into classes?

A. To control students’ working memory.

B. To reduce students’ stress and anxiety.

C. To increase students’ attendance rates.

D. To research students’ thoughts and feelings.

2.What can we learn from the passage?

A. Mindfulness training is not a valuable use of class time at school.

B. Mindfulness training is more productive than other school activities.

C. Students felt more stressful after joining yoga classes three times a week.

D. Students paid closer attention in class after weeks of mindfulness practice.

3.The words “a lot of bang for your buck” in Paragraph 4 probably mean “_____”.

A. challenges B. complaints C. advantages D. influences

4.The writer probably agrees that ______.

A. further studies will prove the benefits of mindfulness training

B. students will become more talented with mindfulness training

C. doctors will do researches on the spread of mindfulness training

D. mindfulness training decides students’ mental and physical health

1.B 2.D 3.C 4.A 【解析】【主旨大意】本文是一篇議論文，文中作者主要通過幾個實驗以及專家教授的觀點向我們介紹了在學校內(nèi)進行正念訓練的好處。 1.細節(jié)理解題。題干意為：一些學校為什么將正念訓練引入校園？根據(jù)第一段最后一句“Students are expected to learn how to meditate in order to reduce st...

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