2£®My friend Tom and I arrived at the Activity Centre on Friday evening£®The accommodation£¨×¡ËÞ£©wasn't wonderful£¬but we had everything we needed £¨beds£¬blankets£¬food£©£¬and we were pleased to be out of the city and in the fresh air£®
On Saturday morning we met the other ten members of our group£®Jack had come along with two friends£¬Kevin and Simon£¬while sisters Carole and Lynn had come with Amanda£®There were some other members I didn't know£®We had come from different places and none of us knew the area£®
We knew we were going to spend the weekend outdoors£¬but none of us was sure exactly how£®Half of us spent the morning caving while the others went rock-climbing and then we changed at lunchtime£®Tom and I went to the caves£¨ÑÒ¶´£© first£®Climbing out was harder than going in£¬but after a good deal of pushing£¬we were out at last£®Though we were covered with mud£¬we were pleased and excited by what we'd done£®

56£®The writer spent the Saturday morningD£®
A£®rock-climbing¡¡¡¡B£®sleeping¡¡¡¡C£®meeting friends¡¡ D£®caving
57£®There wereD members in all in the writer's group£®
A.6¡¡¡¡B.8¡¡¡¡C£®l0¡¡¡¡D.12
58£®We can learn from the passage thatC£®
A£®some of the group had been there before
B£®the group had done rock-climbing many times
C£®some of the group already knew each other
D£®group all came from the same city
59£®The write thought her weekend wasA£®
A£®interesting¡¡¡¡ B£®relaxing¡¡¡¡ C£®frightening¡¡ D£®unpleasant
60£®This passage mainly talks aboutB£®
A£®the writer's friends at the Activity Centre
B£®the writer's experience at the Activity Centre
C£®outdoor sports at the Activity Centre
D£®how to go rock-climbing and caving£®

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½â´ð 56£®D£®Ï¸½ÚÀí½âÌ⣮¸ù¾Ý¶ÌÎĵÚÈý¶ÎHalf of us spent the morning caving while the others went rock-climbing and then we changed at lunchtime£®ÃèÊö£¬¿ÉÖªÓÐÒ»°ëµÄÈË»¨ÁËÒ»¸öÉÏÎç·ÅÔÚ±ðÈËÈ¥ÅÊÑÒ£®¹ÊÑ¡D£®
57£®D£®Ï¸½ÚÀí½âÌ⣮¸ù¾ÝµÚ¶þ¶ÎOn Saturday morning we met the other ten members of our group£®Cameron had come along with two friends£¬Kevin and Simon£®ÃèÊö¿ÉÖªÔÚ×÷ÕßµÄÍÅÀï¹²ÓÐ12¸ö³ÉÔ±£¬¹ÊÑ¡D£®
58£®C£®Ï¸½ÚÀí½âÌ⣮¸ù¾Ý¶ÌÎĵڶþ¶ÎThere were some other members I didn't know£®We had come from different places and none of us knew the area£®ÃèÊö£¬×÷ÕßÁ˽âÍÅÀïµÄһЩ³ÉÔ±£¬»¹ÓÐһЩ²»ÈÏʶ£®¹ÊÑ¡C£®
59£®A£®Ï¸½ÚÀí½âÌ⣮¸ù¾ÝÎÄÕÂ×îºóÒ»¶Îwe were pleased and excited by what we'd done£®¿ÉÖª×÷ÕßÈÏΪËûµÄÖÜÄ©¹ýµÃ¸ßÐ˺ÍÁîÈËÐË·Ü£¬¹ÊÑ¡A£®
60£®B£®Ö÷Ö¼´óÒâÌ⣮ͨ¶ÁÈ«ÎÄ¿ÉÖª±¾ÆªÎÄÕÂÖ÷Òª½²Êö×÷ÕßÔڻÖÐÐľ­ÀúºÍÌåÑ飮¹ÊÑ¡B£®

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12£®As the morning school bell rings and students rush in£¬teenagers in one classroom settle onto mats and meditation £¨Ú¤Ï룩pillows£®They fall silent after the teacher taps a"singing bowl"£®
These students are in a for-credit£¬year-long mindfulness class£¬which is meant to ease youth anxiety and depression and to prevent violence£®For 90 minutes£¬three days a week£¬they practice a mix of yoga£¬sitting£¬and walking meditation£¬deep breathing£¬journaling£¬and non-judgmental listening£®
Yoga and meditation have gained popularity among Americans in recent decades£¬supported by studies showing benefits to emotional£¬mental£¬and physical health£®The centuries-old practices have roots in eastern religions£¬but Western culture has long focused on physical postures £¨×ËÊÆ£©£¬breathing£¬and relaxation techniques£®
Some people have greeted the move with less than enthusiasm£®Last year£¬an elementary school in Ohio ended its mindfulness program after parents complained it was too closely linked to religion£®But many school districts are reporting success£®In Richmond£¬California£¬schools have reported drops in school problems among low-income£¬at-risk youths£®The school district in South Burlington£¬Vermont£¬introduced a successful mindfulness course as part of a health and wellness program£¬and now administrators there have advocated mindfulness into K-12 currculums£®
Two years ago£¬Caverly Morgan developed the after-school mindfulness program teamed up with Allyson Copacino£¬who teaches yoga£®After hundreds of students signed up£¬Principal Brian Chatard took note£®The school was dealing with a student£¬s suicide £¨×Ôɱ£©£¬and few resources were available to address students'emotional and mental health£®
"High school is the hardest period of time for kids£¬"Mr£®Chatard said£®"You've got emotional changes£¬physical changes£¬and all the social pressures£®It's also the onset of mental illness for some kids£¬depression hits£¬and there's the pressure of college and sports£®All these things kids do is over?whelming without having a strategy £¨²ßÂÔ£©to deal with it£®"And now schools all over the country are introducing the practices£®

25£®What do Western people value more about yoga and meditation£¿C
A£®Non-judgmental listening£®
B£®Religious meaning£®
C£®Physical benefits£®
D£®Journaling£®
26£®What can we infer about the mindfulness class£¿B
A£®It is supported by parents£®
B£®It relives pressure of students£®
C£®It mainly builds students up physically£®
D£®It improves students'academic performance£®
27£®Who started the mindfulness class£¿C
A£®Administrators£®
B£®Brian Chatard£®
C£®Caverly Morgan£®
D£®Allyson Copacino£®
28£®What is Mr£®Chatard's attitude towards the program£¿A
A£®Supportive£®
B£®Concerned£®
C£®Doubtful£®
D£®Reserved£®

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13£®_______ his wife's strong objection£¬the husband insisted on putting all the money they had into the stock market£¬which almost drove her crazy£®£¨¡¡¡¡£©
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10£®Ulrich's friend Anna was missing at school£®His mother said that perhaps she had gone into hiding£®That was the hope anyway-that the family had left on their own and had not been sent on one of the prison trains to Germany or Poland£®So many people in his city had disappeared since the Nazis came to Amsterdam in 1940£®The streets£¬once crowded with busy shoppers£¬were now filled with tanks and soldiers£®
No one felt safe£¬except maybe the collaborators£¨Í¨µÐÕߣ©£®Who were they£¿Who would betray their friends and let their neighbors be arrested£¿Ulrich remembered his friend Anna£ºher father had a small business right down the road from his house£®Her sister£¬Margot£¬was in the upper school£¬where Ulrich's sister was in her class£®
When he walked to or from school£¬Ulrich studied the faces of the people on the street£®Some looked concerned and cast their eyes downward as they walked£¬trying not to be noticed£®His own parents had that look£¬like ghosts walking and wondering what had happened to them£®The ones that bothered him were those who smiled£¬who acted like nothing was wrong£®"Were they blind£¿"he wondered£®Worse were those who moved into the houses and took the businesses of their missing neighbors£®They seemed too assured£¬too content£®They may be Dutch£¬Ulrich thought£¬but they are the enemy£¬too£®They were the ones who made the occupation easy£®He hoped that when the war was over£¬the rightful owners would come back and toss them out on their ears£®
School was not the same either£®It was more than the missing students£¬though that was the biggest part of it£®The teachers£¬who once seemed to know everything£¬were different£¬too£®They seemed afraid to teach history£¬afraid that the authorities would not like what they said£®They jumped when a student dropped a book£®It was as if they all had to hold their breath£®
It was nearly spring£®Already tulips£¨Óô½ðÏ㣩were fighting their way out of the cold ground£®How many more winters£¬springs£¬summers£¬and falls would go by until they were free£¿Ulrich waited£¬and hoped that his friend Anna would soon come home£®

56£®What happened to Anna£¿D
A£®She left on her own£®B£®She went into hiding£®
C£®She joined the army in Poland£®D£®She was missing for unknown reason£®
57£®The writer hates most the ones whoA£®
A£®occupied the neighbors'houses       B£®acted like nothing was wrong
C£®walked like ghosts                 D£®looked concerned
58£®The teachers jumped when a student dropped a book£¬because theyC£®
A£®were not confident                 B£®disliked teaching history
C£®were too cautious                  D£®were enemies
59£®Why did the writer mention tulips in the last paragraph£¿C
A£®Tulips reminded Ulrich of his friend Anna£®
B£®It took a long time before tulips grew up£®
C£®Tulips stood for hopes in Ulrich's eye£®
D£®He liked springs best of all seasons£®

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17£®I can't go out now£¬I _____ look after my baby sister£®£¨¡¡¡¡£©
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7£®A new study has found that social media could be affecting the sleep of young adults£®The study is a project of researchers at the University of Pittsburgh's School of Medicine£®They found that young people who often use social media are more likely to suffer from sleep disorders than those who use social media less£®
The researchers say doctors should ask young adults about their use of social media when treating sleep issues£®"This is one of the first pieces of evidence that social media use really can affect your sleep£¬"said Jessica C£®Levenson£®She is a postdoctoral researcher in the university's Department of Psychiatry£®She was the lead author of a report on the study£®The researchers set out to examine the connection between social media use and sleep among young adults£®
The researchers wanted to find out how often young people used social media sites like Facebook£¬Twitter and etc..For the study£¬they gave questionnaires to nearly 1£¬800adults£¬aged 19to 32£®On average£¬members of the study group used social media sites one hour a day£®They also visited various social media accounts 30times per week£®Thirty percent of the study's participants reported having serious problems with sleeping£®Those people who used social media a lot were three times more likely to have a sleep disorder£®And those who spent the most time on social media were two times as likely to suffer from sleep disturbances£®
Frequent checking is big part of the problem£®Levenson said the number of times a person visits social media is a better predictor of sleep problems than overall time spent on social media£®If this is true£¬she adds£¬then practices that stop such behaviors may be most effective£®
Researchers say social media can influence sleep patterns in a number of ways£®People can lose sleep by staying up too late looking at social media£®Sensitive issues argued about on social media can cause"emotional£¬cognitive or physiological"excitement£®Using an electronic device can disturb a body's natural sleep rhythms because of the light coming from cell phones or computer screens£®The researchers note that in some cases£¬young adults who have a hard time sleeping may use social media to help them fall asleep£®
"It also may be that both of these hypotheses £¨¼Ù¶¨£© are true£¬"says Brian A£®Primack£®He is director of the Center for Research on Media£¬Technology and Health£®He is also the study's senior author£®Primack says£¬"Difficult sleeping may lead to increased use of social media£¬which may in turn lead to more problems sleeping£®This cycle may be particularly problematic with social media£®Many forms of social media involve interactive screen time that is stimulating £¨´Ì¼¤£© and rewarding and£¬for those reasons£¬can keep you awake£®"

68£®From the results of the questionnaire£¬who are more likely to have a sleep problem£¿B
A£®The participants aged from 19to 32£®
B£®The participants visiting social media frequently£®
C£®The participants using social media sites one hour a day£®
D£®The participants spending the most time on social media£®
69£®The main purpose of the passage is toC£®
A£®compare and evaluate
B£®examine and reason
C£®inform and explain
D£®argue and conclude
70£®What is the best title for the passage£¿A
A£®Social Media Is Keeping Young Adults Awake
B£®Difficult Sleeping Is Affecting Sleeping Patterns
C£®Electric Devices Are Influencing Sleep Rhythms
D£®Young Adults Are Suffering from Sleep Disorders£®

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14£®¼ÙÉèÄãÊÇÀî÷£¬ÄãµÄÃÀ¹ú±ÊÓÑChris¸Õ¸Õתѧ£¬¸Ðµ½Ò»Çж¼ºÜÄ°Éú£¬Ð´ÐÅÏòÄãѯÎÊÈçºÎ¾¡¿ìÈÚÈëл·¾³£®ÇëÄã¸ù¾ÝÒ»ÏÂÐÅÏ¢»ØÐÅ£®
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Dear Chris£¬
I am sorry to hear that you arehaving trouble fitting in at your new school£®Such problems are quite normal£®Perhaps the following suggestionsmaybehelpful£®
¡¡¡¡¡¡First£¬I think youmayneed to communicate with your classmates as much as possible£®In this way£¬you willget to know each other better£®Second£¬it might be a good idea for you to take part in more activities£¬which usuallyinvolve teamwork and interactions with other students andare thereforegood for developingfriendly relationships£®Lastly£¬faced with some tough problems£¬you mightconsider asking yourteachers£¬whocan usuallyoffer you some sensible suggestions£®
¡¡¡¡¡¡I sincerely hope my advice will be of some help to you£®If there isanything more I can do to help£¬please let me know£®
Yours
Li Mei£®

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11£®After David's daughter was born£¬he decided to make one million dollars£®He thought in this way his daughter would live   61ahappy life£®
In order to achieve his goal£¬David devoted most   62ofhis time to his business£®While other fathers £¨63£©were playing£¨play£© with their kids outside£¬he was working£®While other fathers were reading stories to their kids£¬he was hanging out with his clients£¨¿Í»§£©£®His little daughter £¨64£©named£¨name£© Jane hardly saw him£®
Time flew fast£®One day£¬when David returned home from work£¬he saw Jane £¨65£©sitting  £¨sit£© in the living room£®When she saw him£¬she asked him to play with her for a while£®"Sorry£¬Jane£¬but I'm£¨66£©terribly£¨terrible£© busy tonight£®I have a lot of work to do£®"He was about to leave £¨67£©when he heard Jane crying£®So he stopped and asked why£®"You're always working£®You have no time for me at all£®You're not a good dad£¬"said Jane£®David was   £¨68£©lost£¨lose£© in thought after hearing that£®He remembered why he worked so hard-he wanted Jane to live happily£®However£¬things go contrary to his wishes£®He   £¨69£©was taught £¨teach£© a good lesson that day£®Therefore£¬he made a decision to spend a lot   £¨70£©more£¨much£© time with his daughter£®

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