We once had a poster competition in our fifth grade art class. “You could win prizes, “our teacher told us as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, “ The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster. “ We studied the board critically. Some of us looked with one eye and held up certain colors against the blackboard, rocking the sheets to the fight or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that ten-dollar grand prize, each and every one of us. I’m going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich. Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of us used big designs, and some of us preferred to gather our art tidily down in one comer of our poster and let the space draw the viewer’s attention to it. Some of us would wander past the good students’ desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the soil they seemed especially fond of, making all of us believe we had a fair chance, and then always-always-rewarding the same old winners. I believe I drew a sailboat, but I can’t say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen, and then I turned it in. Minutes passed. No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again. I was still sitting at my desk, thinking, What poster? When the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.

—What a fine day! Shall we go picnicking? —______. But we need to be home before six o’clock for the football match. Have a nice time Pardon me That’s great You are right

______from the top of the tower, the south foot of the mountain is a sea of trees. Seen Seeing Having seen To see

I took my condenser to a shed in the fields______I could do my experiment. where which that why

The police still haven’t found her, but they’re doing all they______. may can must will

—When can we discuss the problem? —______when we can, we must prepare for it right now. No matter Even though As soon as So that

The largest earthquake(magnitude 里氏 9.5)of the 20th century happened on May 22, 1960 off the coast of South Central Chile. It generated(生成)one of the most destructive Pacific-wide tsunamis(海啸). Near the generating are-a, both the earthquake and the tsunami were very much destructive, particularly in the coastal area from Concepcion to the south end of Isla Chiloe. The largest tsunami damage occurred at Isla Chiloe—the coastal area closest to the epicenter(震中). Huge tsunami waves measuring as high as 25 meters arrived within 10 to 15 minutes after the earthquake, killing at least two hundred people, sinking all the boats, and flooding half a kilometer inland. There was large damage and loss of life at Concepcion, Chile’s top industrial city. Near the city of Valdivia, the earthquake and following aftershocks generated landslides which killed 18 people. At the port city of Valparaiso, a city of 200, 000, many buildings collapsed. A total of 130, 000 houses were destroyed—one in every three in the earthquake zone and nearly 2, 000, 000 people were left homeless. Total damage losses, including to agriculture and to industry, were estimated(估计)to be over a half billion dollars. The total number of deaths related with both the tsunami and the earthquake was never found accurately for the region. Estimates of deaths reached between 490 to 57, 002 with no distinction(差别)as to how many deaths were caused by the earthquake and how many were caused by the tsunami. However, it is believed that most of the deaths in Chile were caused by the tsunami.

仔细观察下图，请据此以“The Hope Project(希望工程)”为题写一篇文章。 (1)时态：一般现在时。 (2)谋篇布局：讲述一个现象，以事理为线索组织短文。 (3)主题：注意写出论据，说明“希望工程”的重要性。 [*]

His first book______next month is based on a true story. published to be published to publish being published

It is reported that many a new house______at present in the disaster area. are being built were being built was being built is being built

I dont’t know______or not. whether he is at home if he is at home that he is at home whether is he at home

I had to______because someone else wanted to use the phone. give up put up hang up ring up

I was______and all of my equipment______working well. in good healthy; was in a good health; were in good health; was in good healthy; were

We were all surprised when he made it clear that he______office soon. leaves would leave left had left

Tom was disappointed that most of the guests______when he______at the party. left; had arrive left; arrive had left; had arrive had left; arrived

Jenny was looking for a seat when, luckily, a man______and left. took up got up shut up set up

On my desk is a photo that my father took of______when I was a baby. him his me mine

The requirements for high school graduation have just changed in my community. As a result, all students must【C1】______sixty hours of service learning, 【C2】______they will not receive a diploma. Service learning is academic learning that also helps the community.【C3】______of service learning include cleaning up a polluted river, working in a soup kitchen, or tutoring a student.【C4】______a service experience, students must keep a journal(日志)and then write a【C5】______about what they have learned. Supporters claim that there are many【C6】______of service learning. Perhaps most importantly, students are forced to think【C7】______their own interests and become【C8】______of the needs of others. Students are also able to learn real-life skills that【C9】______responsibility, problem-solving, and working as part of a team.【C10】______, students can explore possible careers【C11】______service learning. For example, if a student wonders what teaching is like, he or she can choose to work in an elementary school classroom a few afternoons each month. 【C12】______there are many benefits, opponents(反对者) 【C13】______problems with the new requirement. First, they【C14】______that the main reason students go to school is to learn core subjects and skills. Because service learning is time-consuming, students spend【C15】______time studying the core subjects. Second, they believe that forcing students to work without【C16】______goes against the law. By requiring service, the school takes away an individual’s freedom to choose. In my view, service learning is a great way to【C17】______to the community, learn new skills, and explore different careers.【C18】______, I don’t believe you should force people to help others—the【C19】______to help must come from the heart. I think the best【C20】______is one that gives students choices; a student should be able to choose sixty hours of independent study or sixty hours of service. Choice encourages both freedom and responsibility, and as young adults, we must learn to handle both wisely.

The establishment of the Third Reich influenced events in American history by starting a chain of events which culminated in war between Germany and the United States. The complete destruction of democracy, the persecution of Jews, the war on religion, the cruelty and barbarism of the Nazis, and especially the plans of Germany and her allies, Italy and Japan, for world conquest caused great indignation in this country and brought on fear of another world war. While speaking out against Hitler’s atrocities, the American people generally favored isolationist policies and neutrality. The Neutrality Acts of 1935 and 1936 prohibited trade with any belligerents or loans to them. In 1937, the President was empowered to declare an arms embargo in wars between nations at his discretion. American opinion began to change somewhat after President Roosevelt’s “ quarantine the aggressor“ speech at Chicago(1937)in which he severely criticized Hitler’s policies. Germany’s seizure of Austria and the Munich Pact for the partition of Czechoslovakia(1938)also aroused the American people. The conquest of Czechoslovakia in March, 1939, was another rude awakening to the menace of the Third Reich. In August, 1939, came the shock of the Nazi-Soviet Pact and in September the attack on Poland and the outbreak of European war. The United States attempted to maintain neutrality in spite of sympathy for the democracies arrayed against the Third Reich. The Neutrality Act of 1939 repealed the arms embargo and permitted “cash and carry“ exports of arms to belligerent nations. A strong national defense program was begun. A draft act was passed(1940)to strengthen the military services. A Lend Act(1941)authorized the President to sell, exchange, or lend materials to any country deemed necessary by him for the defense of the United States. Help was given to Britain by exchanging certain overage destroyers for the right to establish American bases in British territory in the Western Hemisphere. In August, 1940, President Roosevelt and Prime Minister Churchill met and issued the Atlantic Charter, which proclaimed the kind of a world which should be established after the war. In December, 1941, Japan launched the unprovoked attack on the United States at Pearl Harbor. Immediately thereafter, Germany declared war on the United States.

请设计一节课的教案，教学目的是让学生学会表达自己观点的某些方法。

在实施新课程的过程中，英语教师应如何提高自身的专业化水平，与新课程同步?

We can infer from the passage that the author______.

After seeing the good students’ designs, some students______.

After the teacher’s words, all the students in the class______.

The underlined phrase in paragraph 3 most probably means______.

What was the teacher’s requirement for the poster?