21^st Century, ______ weekly newspaper, provides us with ______ variety of fresh articles about campus studies and life.

A. a, the                B. the, a                       C. the, /                        D. a, a

你校英語俱樂部開展“Problem Solver”的活動，就解決學習生活中一些問題交流自己的體驗和感想。你們這次交流的話題是“How to live with pressure”。請根據此話題寫一篇英語短文，介紹你在學習上所遇到的壓力及其相應的對策，以及你的感想

注意：

1．要求結構完整，語意連貫，觀點正確。

2．詞數：120左右

閱讀下面短文，根據第73至第75小題的具體要求，簡要回答問題。

Knowing she would have to spend $14,000 on a place to live during her two-year study at Yale University even if she shared an apartment, Elizabeth Turnbull decided to get creative.
    The 26-year-old graduate student majoring in environmental studies built a house and decided to bring it with her to Yale. It is just 2.5m wide and 5.5m long.

“Well, if I have $14,000 I am going to spend on living space anyway, is there something more creative I can do with it?” Turnbull told US newspaper The Hartford Courant.

Turnbull’s goal is to make her little house as green as possible ― in the sense of environmentally friendly and energy efficient. She is talking with the university about suitable places for her “Tiny House”, as she calls it. Turnbull said she is optimistic she’ll find a spot that is safe and convenient. In a university where students concern as much about their carbon footprint as they do about grades, Turnbull believes her “green” house will be welcomed.

Turnbull expects to light the house and power her cell phone and computer with the energy generated from the solar panels on the surface of her new home. That’s renewable energy, totally free. The house has a recyclable aluminum (鋁) roof and uses recycled sailboat sails for the ceiling. Many of the building materials were left over from other people’s home expansions.

An inspiration for her house was the Tumbleweed Tiny House Co. in Sebastopol, Calif., which sells small, transportable homes. But they were more expensive than she could afford.

Gordon Geballe, a lecturer at Yale, said Turnbull’s house would be a symbolic statement, but it would also provide useful information on sustainable living in a small space, which he expects will become more common. “I’m not sure everyone will live in a tiny house, but a lot of people will live in a small house. So the kinds of things she will learn will be useful to engineers and architects and homeowners.”

73. Which word in this passage best explains why Turnbull’s “Tiny House” will be accepted at Yale University?

_________________________________________________________________________

74. What does “something more creative” in Paragraph 3 indicate?   （回答詞數不超過8個）

    __________________________________________________________________________

75. What is the advantage Turnbull’s “Tiny House” has over the Tumbleweed Tiny House?

   （回答詞數不超過6個）

    __________________________________________________________________________

    When you think of photographing people, you may think of your family reunion or the Christmas party at work. These types of pictures of people are records of fun events with nice memories. Let’s take a look at another idea for taking pictures of people, with an entirely different slant.
    Much as anthropologists (人類學家) study the diversity of characteristics of people in cultural and environmental contexts, some photographers record these aspects of people in their pictures. They try to capture the emotions and humanity of people, and the photograph draws the viewer into the subject’s experience at that moment in time.
    Taking pictures of people with this goal in mind makes the photographer and the viewer grow in the understanding of human nature. For example, a photograph of a young man trying to hitch a ride (搭便車) in the rain can show the experience. His poncho (雨布) sparkles with the raindrops flowing in a steady stream to the ground. The lights of passing traffic highlight the contrast between the warm, dry drivers, taking no notice of his misery. Another picture of a child sleeping on a bench at a busy train station can capture the innocence of childhood contrasted with a busy world of hurried grown-ups.
    If you’d like to experiment with this form of photographs of people, look for ordinary people in contrasting environments or contexts. Children and the elderly pose extraordinary possibilities. The lined faces of the aged often make great subjects, reflecting character and wisdom. People are such interesting subjects. Facial expressions can convey a thousand moods and feelings.
    Taking pictures of people with an eye to the feel and magic of the moment will make you a better and more enthusiastic photographer. You may find yourself so taken with this new experience. Photographing people is an artful endeavor. Take the leap!

69. According to the passage, a picture that shows the emotions and humanity of people may help you ______.

A. know more about cultures               B. know better about human nature

C. know more about photography         D. know better about an event

70. It is suggested in this passage that you photograph ______.

A. common people                     B. important people

C. strange people                       D. poor people 

71. The underlined part in Paragraph 3 indicates that ______.

A. the drivers have to drive carefully in the rain

B. the drivers are lucky to be warm and dry in the rain

C. the young man is struggling against the rain

D. the young man is in a painful situation in the rain

72. In this passage, the author mainly talks about ______.

A. developing interest in photographing people

B. developing skills in photographing people

C. taking pictures of people as a study of humanity

D. taking pictures of people in different environments   

For most of history scientists and mankind in general considered plants to be passive organisms just with no reason or means of communicating with one another. But new research has revealed that many plants actually ‘chat’ quite a bit over their own networks, which may also indicate that your aunt isn’t quite as crazy as you thought. You know, the one that talks to her petunias (矮牽牛花) and expects an answer.
    In fact, many plants form internal (內部的) communication networks and are able to exchange information efficiently. These connections enable the plants to share information via internal channels in a manner very similar to computer networks. So what kind of things do plants tell each other?
    Researcher Josef Stuefer found that one purpose for plants having their own “chat systems” is to warn each other. He and his colleagues were the first to prove that clover (三葉草) plants do indeed warn each other via these network links if enemies are nearby. For example, if one of the plants is attacked by caterpillars (毛蟲), it will warn the other members of the network via an internal signal. After receiving a warning, the other plants will strengthen their protective chemical and mechanical resistance so that they are less attractive to advancing caterpillars. This early warning system allows the plants to stay one step ahead of their enemies. Experimental research has revealed that this communication significantly limits the damage to the plants.
    It is also known that plants have “family values”, with new research revealing they have the ability to recognize close relatives in order to help each other survive. Research found plants from the same species of beach-dwelling wildflowers, for example, grew aggressively (侵略地) alongside unrelated neighbors but were less competitive when they shared soil with their siblings. Some researchers think that plants must communicate through their roots, identifying themselves using tiny chemical signatures specific to each plant’s family.

The research shows that our current concept of plants is probably a poor reflection of reality. Scientists are eager to discover in what ways, and to what extent, plants communicate with each other.

64. “Your aunt” is mentioned in the first paragraph to indicate that ______.

A. plants are very important to people  

B. plants have the ability to communicate

C. people can communicate with plants   

D. plants are considered to be passive organisms

665. We can infer from the passage that clover plants that receive a warning protect themselves against enemies ______.

A. by fighting enemies together          

B. by hiding themselves from enemies

C. by attacking enemies with chemicals    

D. by making themselves taste unpleasant

66. The underlined word “siblings” in Paragraph 4 refers to ______.

A. unrelated neighbors                   B. family values

C. close relatives                           D. wildflowers

67. Which of the following statements is true according to the passage?

A. Many plants are connected by internal channels.

B. Different plants form a communication network.

C. Plants tend to look for information they need.

D. All plants share information with each other.

68. The best title for this passage may be ______.

A. Existence in the Green Kingdom        

B. Competition in the Green Kingdom

C. Communication with Green Plants       

D. Communication of the Green Kingdom

    I just mailed the chicken and the egg, each in its own separate packaging, and kept careful track of when each shipment was sent from a post office in Cambridge, Massachusetts, and when it later arrived at its intended destination in New York City.
    In mailing the chicken, I was careful to stick to the restrictions described in the American Postal Service’s Domestic Mail Manual 57. This version of the Manual states that:
    “Adult chickens must be sent by Express Mail. The containers used must pass the standards in International Safe Transit Association Test Procedure 1A; be strong enough to endure normal handling; and the number of birds must not be more than the container’s limit.”
    I mailed the chicken in a wooden box got from a colleague who does research with birds, and mailed the egg in standard packaging obtained through an industrial supplier.
    I posted both the chicken and the egg at 9:40 am, on a Monday morning, from the Harvard Square post office, in Cambridge, Massachusetts. The staff there told me that this was the first chicken anyone had mailed from there in recent memory, and perhaps ever.
    The intended destination for both packages was the James A. Farley General Post Office, which is located in Manhattan right next to Penn Station.
    I took the subway from Harvard Square to the Boston train station, and from there boarded a train to New York City, a distance of about 320 kilometres, arriving that afternoon at Penn Station. I immediately went to the post office, to await the arrivals of the chicken and the egg.
    The James A. Farley General Post Office is open 24 hours a day, so I was able to wait there until both items arrived.
    That day, Monday, neither the chicken nor the egg arrived. The next day, Tuesday, neither the chicken nor the egg arrived.
    The chicken arrived at 10:31 am, Wednesday. The staff at the post office told me that this was the first chicken anyone had mailed to the post office in recent memory, and perhaps ever. The egg arrived that same day, at 9:37 pm, 11 hours after the chicken.
    So, it’s now quite clear that the chicken came first, the egg second.

60. We can learn from the passage that Penn Station is ______.

A. in New York City                    B. in Cambridge     

C. near Harvard Square                D. near Boston

61. According to the passage, the author ______.

   A. mailed the chicken and the egg in the same package

   B. had mailed chickens in the same post office before

   C. mailed the chicken and the egg in different post offices

   D. mailed the chicken and the egg by Express Mail

62. The author chose the James A. Farley General Post Office as the destination for the packages most probably because ______.

A. it is located in Manhattan            B. it is open 24 hours a day

C. it offers a good service              D. it is convenient for the train station

63. The author mailed the chicken and the egg in order to ______.

A. test the postal service                B. have a comfortable journey

C. make an experiment                  D. save time and money

   Join other teens for an intensive ten-day writing residency (訓練) with Master Writers at the world renowned Atlantic Center for the Arts.

The Residency

The Teen Creative Writing Residency is a summer writing residency that offers 9th―12th grade teens writing workshops and mentorship (輔導) by distinguished authors in poetry, fiction, and nonfiction. The Teen Creative Writing Residency will be held at Atlantic Center from July 13 through July 26, offering 21 teens from around the country an extraordinary opportunity to expand the power of their individual voices through writing workshops with Master Writers.

Residency Schedule

Teen writers will join three Master Writers-in-Residence, one in each of the following genres (類型) ― poetry, fiction, and nonfiction. The mentorship with the Master Writers-in-Residence will be the focus, but the chance to have conversations with the other Visiting Writers and participating Teen Writers will be valuable.

Classes meet Monday―Friday for two hours of workshops. Teen writers will have the opportunity to focus on one genre, while also exploring the other forms of literature through workshops and conversation.

Admission

The selection process for the unique literary residency opportunity will be competitive. Atlantic Center receives the applications, and the judges evaluate writing samples. As class sizes are kept small to provide the highest quality instruction, not all qualified writers may be accepted.

Applications should include the following:

1. Cover Letter: Your name, address, age, phone number(s)

2. Statement of Intent: Why do you want to attend this residency? (1 page)

3. Writing Sample: 3 pages: Your writing sample should be in your preferred genre. You may include more than one genre in your sample (for example, 1 poem, and 2 pages of fiction), but the entire sample is limited to 3 pages.

56. According to the passage, the writing residency ______.

A. will last three weeks 

B. will take place at sea

C. accepts teens from all over the world   

D. will offer 20 hours of workshops altogether

57. The teens to attend the writing residency will ______.

A. take one genre as a main genre

B. be allowed to take only one genre

C. spend an equal amount of time on each genre

D. take the three genres as well as other genres

58. At Atlantic Center, the Master Writers-in-Residence ______.

A. teach the three genres separately         B. teach the three genres together

C. design all the activities for the teens     D. train the teens in writing and reading

59. The writing samples included in the applications are used to judge ______.

A. what forms of literature the teen writers like best

B. how the teen writers will be trained at the writing residency

C. whether the applicants can be accepted as teen writers

D. what the teen writers need to learn at the writing residency

Ten years ago around Christmas, I was on a Captiva Island beach at sunrise. I was there, seven years old, scraping my fingers through the   36  , with the false hope of finding a treasure larger than the tiny shell fragments (碎片) that   37   the shore.
    A man jogged along the waves   38   my direction. When he came near me, he slowed to a walk. I didn’t notice him   39   he was almost standing over me. Too young to be shy of strangers, I   40   myself up from the ground. It was   41   that I saw what he was holding in his hands. There, perfectly intact (完好的), was a beautiful cream-colored conch (海螺) shell. He smiled as I   42   in amazement, and then, to my shock, handed it to me. I   43   it before me like a diamond, not believing my eyes. How did he know?
    “I think this one has your name on it,” he said, and then continued his   44   down the beach.
    I do not remember his voice, his clothes or   45   his face, but I do still have the seashell, and the greatest lesson I’ve ever learned. The whole flight home I held it in my hand as I   46   his act of kindness. Now the shell sits on my bedside table,   47   as bright and big as it was, because a lot of things have changed, but it is still there, a   48   reminder that there is goodness in the world.
    You see, that man saved me. He saved my belief in the   49   of people. He saved my belief that one can find what means something in life. I   50   my shell every day, and every time I know that I can   51   that day because no matter what, there are good things in my life. In the end, all that we have is what we have   52   for others. The shell is important to me, as important as   53   man who returned to the plane to give me my lost jacket, as important as my   54   my stuffed animal to my neighbor who was moving.
    Making a difference in   55   life, no matter how big or small, is what truly matters, and that is worth all the treasure in the world.

You must spend less time on the baseball field and ______ doing homework. Your grades aren’t too good, as you know.

A. much             B. many             C. more            D. most

People talked much about the film. There was no obvious reason why it could not be ______ the original.

A. a as good film as   B. a as film good as    C. as a good film as   D. as good a film as