B
For: Doug Smith, Director of wolf recovery, Yellowstone National Park In the world today there is so much we are losing; more and more species disappear from the earth every year. The time has come to put something back，to restore(恢复)to treat some of the old wounds enforced on nature over the years. Wolves are animals killing and eating other animals in North America. They play an important role in keeping the continent healthy. Most places don?t have enough wild country to make their restoration possible, which means it?s even more important to restore wolves where conditions are right, places like Yellowstone, which has both a high level of wildness, as well as abundant creatures that wolves hunt and eat for living. Some who oppose wolf restoration have a human centered point of view that the earth is here for humans, we can use it whenever we want and for whatever purpose. But wolves offer us a chance to live another way—a way to learn to live with other life forms. 60. What are the two passages mainly about? A. How to keep the balance of nature. B. How to increase the number of wolves. C. Whether to introduce wolves to
Against: Larry Bourret, Vice President, Wyoming Farm Bureau What does wolf introduction to Yellowstone mean? To the average citizen it probably just means introducing wolves to Yellowstone. There would be no unfavorable effects because few people live near Yellowstone. But to farmers it means introducing wolves, which wander over vast areas—in and out of the park—onto their farms. Wolves eat meat—as in the cattle, sheep that keep farmers in business. Introduction apparently also means lawsuits by environmental groups attempting to remove livestock(家畜，牲畜) from federal lands. To farmers, who own private lands in the same area, it means the possibility of ?nancial ruin. To farmers it is a form of land use restrictions. To farmers introducing wolves means taking away the farmers? livelihoods without just compensation. Why do people not want a nuclear power plant built in their backyard? For the same reason farmers do not want wolves introduced into their backyard. Yellowstone.
D. Whether to remove livestock away from federal lands. 61. According to the passage Doug Smith is _______. A. a private land owner B. an enthusiastic hunter C. a wildlife conservationist D. a national park administrator
62. What are the farmers concerned about?
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A. Being forced to leave their homes. B. Suffering heavy financial loss. C. Having to sell their farmland. D. Being controlled by wolves.
63. Why does Larry Bourret mention “nuclear power plant”? A. To summarize his opinion. B. To make his view persuasive.
C. To tell the danger of nuclear power plant.
D. To introduce the background of wolf recovery.
C
What is the senior project?
The Senior Project at Clark Magnet High School is a program that shows a senior?s ability to apply knowledge and skills, speak, write, solve problems and practice the life skills of time management, organization and risk-taking. Clark teaching staff, community members and school district staff act as advisers, evaluators during the research, project and presentation stages. The key parts of the Senior Project are: 1) A research paper
A six to eight page persuasive research paper on a topic chosen by the students. The research paper strengthens effective writing skills learned in English class. Because the paper is persuasive, students should choose a topic about which they have a strong opinion. They should use elements learned when debating to convince the readers of the strong opinion stated in the paper, and prove it through research.
2) A physical product and fieldwork
A physical product and fieldwork (15-hour minimum requirement) related to some aspect of the paper. The 15 hours can be obtained through community service, job shadowing, or making an actual project. Students explore topics that are academic in nature, a hobby, a passion, or a possible future career. 3) Data collection
Data collection that combines the first two parts and records hours spent on the fieldwork. The collection contains evidence of the fieldwork presented through letters from the students? advisors, pictures showing the process of the project or anything else that would show proof of the work completed.
4) Speech presentation
A fifteen minute speech presented before a review board composed of school staff, district representatives, former students, and community representatives. The speech is a chance to show the students? senior project. Students are to dress professionally and summarize their senior project journey. Students will talk briefly about their research paper, their project, and what they learned. The speech should include visual aids. If the presentation includes performing, the students must speak for at least five minutes.
The Senior Project is a vehicle that allows students to use the knowledge and skills they have acquired in a “real-world” application. It has the potential to motivate the students, connect the school with the community, and create pathways from school to career.
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64. What is the main purpose of the project?
A. To offer students chances to apply their learning to practice. B. To strengthen students? writing and speaking abilities. C. To encourage students to carry on scientific research. D. To help students find some part-time jobs.
65. The underlined part “A physical product and fieldwork” means _______. A. the information gathered in communities B. the discussion held in the classroom C. the project done in a real situation D. the research made in a laboratory
66. What must the students do when they present their final project? A. Give a performance. B. Make a formal speech. C. Introduce some video aids.
D. Report the details of the process. D
Masses of floating ice are so large that they dwarfs your ship, making you question whether your ship still can be spotted among such floating mountains. They are so improbable looking that you simply look in wonder. It seems that nothing that large could be natural— and then it strikes you that something so large could only be natural.
Now, people realize that as climate change is raising global temperatures, more icebergs are being born. Antarctica creates far more of them than Greenland, the source of bergs in Arctic waters. Antarctica?s are also much larger, sometimes reaching the size of small countries. Recent data show the average atmospheric temperature has increased about 4.5°F in the western Antarctic Peninsula since the 1940s, making the region, among the fastest warming on earth. This jump has been shown in the recent breaking of major ice shelves along the Antarctic Peninsula. As a result, thousands of new icebergs have broken off, from ice shelves into the Southern Ocean at an accelerated rate.
Even as more icebergs are being created, scientists are learning that these beauties are far from inactive masses of ice. In fact, they strikingly alter their environments biologically, chemically, and physically, making them islands of life in the open sea. Observers at sea had long remarked that they attract seals, and seabirds, and divers had noticed that fish are more numerous near them than in the surrounding sea. Now scientists are learning just what the attraction is all about.
Depending on their size, location, and the season, icebergs can be nurturers or destroyers. During their existence—typically years from breaking off from an Antarctic or Greenlandic glacier to their gradual melting as they float into lower altitudes, they support animals on, around, even inside their splendid ice castle. They fertilize the ocean with nutrients, increasing sea creature production. Grounded bergs can shelter areas of the seafloor, protecting bottom-living creatures from free-floating icebergs. However, large bergs can also trap sea ice, preventing its annual breakup and thus stopping phytoplankton(浮游植物)from getting life-giving sunlight, breaking the food chain at its first link. …
Icebergs will continue to astonish and attract visitors to the polar regions with their size and extraordinary beauty. But now these frozen masses are taking on a new dimension of wonder as we uncover their vital role in the environment of polar seas. No longer can we look at icebergs as mere
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passive beauties. They are active agents of change, each one an icy oasis with a wake of life as it floats on its unstoppable oceanic journey to melting.
67. Why does the author mention “dwarfs your ship” in the first paragraph? A. To explain how natural icebergs are. B. To show how powerful icebergs are. C. To describe icebergs as floating ships. D. To tell the unimaginable size of icebergs. 68. What can we learn from the passage? A. The temperature in Arctic is rising faster than that in Antarctica. B. The ocean food chain breaks due to the melting of icebergs. C. Floating icebergs help shelter bottom-living ocean creatures. D. Global warming has kept bringing icebergs into being. 69. From the passage we can conclude that icebergs can _____. A. preserve ocean life B. carry ocean nutrients away C. create a warm polar environment D. keep sea animals away from polar seas 70. What is the author?s attitude towards the icebergs? A. Cautious. B. Objective. C. Doubtful. D. Disapproving.
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
E
I?ve been writing for most of my life. The book Writing Without Teachers introduced me to one distinction and one practice that has helped my writing processes greatly.
____71____ Though you need to employ both while you are writing to get to a finished result, they cannot work in parallel no matter how much you might like to think so or even try to do so. Trying to criticize(批评) writing on the fly is possibly the single greatest barrier to writing that most of us often come across. If you are listening to that 5th grade English teacher correct your grammar mistakes while you are trying to seize upon a fleeting (稍纵即逝的) thought, the thought will die. If you catch the fleeting thought and simply share it with the world just in raw form, no one is likely to understand it. ____72____
The practice that can help you to get rid of your bad habits of trying to edit as you write is what Elbow calls “free writing.” In free writing, the objective is to get words down on paper non-stop, usually for 15-20 minutes. No stopping, no going back, no correcting, no deleting. ____73____ As the words begin to flow, the ideas will come from the shadows wildly and you just let themselves be noted down on your paper or your screen.
____74____ Most likely, you will believe that this will take more time than you actually have and you will end up staring blankly at the pages as the deadline draws near. Instead of staring at a blank, start filling it with words no matter how bad they are. Halfway through your available time, stop and rework your raw writing into something closer to finished product. ___75___.
A. Try to find faults in the raw writing. B. The goal is to get the words flowing.
C. Write down the words coming to your mind with caution.
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D. The distinction is between the creative mind and the critical mind.
E. Move back and forth and the final result will most likely be far better.
F. Now you have raw materials that you can begin to work with the critical mind.
G. You must learn to create first and then criticize if you want to make writing the tool for thinking.
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