If you want to raise your children to be adventurous eaters, it's not just about making them eat their vegetables.Raising a child who can enjoy a wide range of foods takes persistence and patience, but it should never feel like a chore. Cooking with your children can be a fantastic bonding experience, strengthening your relationship between one another. Here are a few reasons on why you should cook with your kids and how to do it safely.As a parent, spending quality time with your children is1. What is the main point of the article?A. Parents should spend quality time with their children.B. Eating vegetables is essential for raising adventurous eaters.C. Cooking with children can be a bonding experience and help them develop important skills.D. Busy parents find it difficult to spend time with their children.

States Experiment with Out-of-Classroom Learning At the end of August, most of Ohio’s teenagers will shake off their summer- time blues, dust off their book bags, and head back to school. But others might be heading to an internship at a local newspaper or hitting the books for independent study. Some might even stay planted in front of the computer screen. That’s thanks to the state’s new credit flexibility program, which Ohio is launching for the upcoming academic year. The plan puts Ohio on the front lines of a transition away from a century-old pattern of equating classroom time with learning. But while there’s a broad consensus that that measure, the Carnegie Unit, is due for replacement, no such unanimity (全体一致) exists about the design and prospects for plans like Ohio’s. While most stakeholders agree that it’s theoretically preferable to give students the chance to personalize their education, it remains unclear how effective the alternatives are, how best to assess them, and whether today’s teachers are equipped to administer them. "Certainly the Carnegie Unit needs undermining," says Chester E. Finn Jr., president of the Thomas B. Fordham Institute, a Washington-based education think tank that also runs charter schools in Ohio. "It’s far better to have a competency-based system in which some kind of an objective measure of whether you know anything or have learned anything is better. But by what standard will Ohio know that’s been met" The Ohio’s program will be among the most sweeping, but nearly half of the states now offer similar alternatives-although in many cases that’s nothing more than allowing students to test out of classes by demonstrating proficiency. A smaller but growing number of states, from Florida to New Jersey to Kentucky, have begun allowing students to earn credit through internships, independent studies, and the like. It’s a logical extension of the realization that simply being in a seat from bell to bell doesn’t guarantee intellectual development. Students-and their parents-are at least theoretically attracted to the idea of studying what they want, at the pace they want. Teachers are on board, too. "It really will allow more meaningful experiences for students," says Sue Taylor, president of the Ohio Federation of Teachers, a teachers’ union that participated in designing the program. "Any time a student is able to take the lead or take some charge of some aspect, that student is going to be more motivated and learn something at a deeper level." The motivation will extend to educators, she says: many teachers complain that the controversial No Child Left Behind law forced them to "teach to tests," preparing students to pass inflexible multiple-choice assessments, but the new rules should make room for more creativity. Of course, creativity can’t preclude quality. "The concern is that the advocates of personalization don’t necessarily advocate between good personalization and bad personalization," says Rick Hess, director of education policy studies at the conservative American Enterprise Institute. "A lot of these internships end up being time wasters, being silly, being trivial." While individual schools have found success with flexible systems, it’s unclear how they will work when scaled up to apply to entire districts or states. Many states with provisions for internships and independent-study programs are "local control" states, meaning that while the state’s Department of Education may allow high schools to give students options, the decision about what qualifies as a valid educational experience is left to local authorities. The bar could be set. differently from city to city, school to school, or even teacher to teacher. Ohio, for example, hasn’t offered solid guidelines to districts, although a spokesman says the state will collect data each year on how many students participated and what program they chose in order to "inform Credit Flex statewide going forward." It won’t conduct a formal audit (审计), though. Starting alternatives won’t be easy in a difficult fiscal (财政的) environment. With states across the countr3r desperately broke, even basic public services like schools and police have been put on the chopping block. Hawaii, for instance, cut some school weeks to four days, giving students 17 Fridays off, in the last school year; the plan was massively unpopular. Even though Congress held a special session this week to pass a bill giving states 10 billion to keep teachers on the job, school districts are looking at lean times for years to come. The solution for superintendents and school boards will be to find ways to cut costs without slashing school days. Florida’s Credit Acceleration Program-which expands previous options for accelerated graduation-was passed this year with the primary goal of allowing students who are ready to move to tougher courses to do so. But it’s also a handy way to save money, says Mary Jane Tappen, the state’s deputy chancellor of curriculum, instruction, and student services. Fewer students in desks means cost savings. Virtual learning-which an ever-larger number of states allow as an alternative to learning in bricks-and-mortar schools-provides even greater economies of scale. The Florida Virtual School, an industry leader, has seen continuously increasing enrollment for both in-state and out-of-state students. Its Global School-the division that offers virtual classes to students outside of Florida on a fee model-does almost all of its business with districts and states rather than on an individual student basis, says Andy Ross, the schools chief sales and marketing officer. It’s helped to subsidize the taxpayer-supported in-state division of the Virtual School as well, covering its own costs and contributing some 2.5 million per year for research and development of software and teaching methods. While educators say blends of traditional and virtual learning are ideal, all-virtual classes could create an opening for strapped states to save money by slashing the ranks of teachers they employ in traditional classrooms. "If the same virtual lesson recorded in Seattle can educate 8,000 kids in Ohio, how many teachers might not be needed that Ohio has historically employed" Finn asks. Taylor, of the teachers’ union, is concerned about budget cuts with the coming changes in Ohio. "There may be a few districts that are financially strapped in this climate who may see credit flexibility as a chance to see budget slashing, but if they do, obviously it’s going to be done at the cost of effective student learning," she warns. On the contrary, she thinks districts should hire more teachers, with some taking on more supervisory and advisory roles in overseeing credit-flexibility experiences. "If a teacher has 125 students in a day, it’s not going to be feasible for him to help to design and work with each and every student," she says. Of course, this may be irrelevant. In launching its plan, the Ohio Department of Education said a major reason for allowing districts to develop flexibility plans was that while many states provide flexibility, not many districts take advantage of it. Data collection nationwide is hit or miss, so it’s tough to tell how many students use existing programs. Meanwhile, although anecdotal (轶事的) evidence suggests parent and student interest in the new alternatives, no one is offering predictions about how many Ohio students might sign up for Credit Flex. If the nationwide example holds, the vast majority of students will decide that bricks-and mortar schools are still the best way to get their mortarboards.What was the reaction towards Hawaii’s slashing school days A. It was criticized by other states. B. The congress held a session to support it.C. It received a wide range of objection. D. It was generally accepted among students.

4.At dawn, we ___ out of bed, eager to explore the ancient city.A. surgedB. suppressedC. leapedD. propelled

77) Free of light pollution, it is packed with stars shining more ____ than I have ever seen — a magnificent sight.(brighten)78) If used with self-control and an ____ thinking mode, technology can literally change the job landscape for many individuals and employers.(innovation)79) She recalled how her childhood experience led to some pain in her ____ life.(adulthood)80) An evaluation of the importance of grammar privileges in the teaching of English language, which brings about ________ results.(disaster)

3. (1.0分) If the quality of the goods are bad, you can complain to the manufacturerA. managerB. shop-assistantC. sellerD. producer

单选题（共25题，25.0分）题型说明：(25%,one point each, four directions: There are twenty-five sentences in this part. You are required to choose the appropriate answer from the four choices marked A), B), C) and D).3. (1.0分) 请选出词义为[接受；相信]的单词A. surveyB. scoreC. itemD. buy into

你可能以为，一点嫉妒心能够激发你更加努力地工作，争取过更好的生活。A. You might think a little envy can motivate you to work harder and strive for a better life.B. You might think that a little bit of confidence would motivate you to work harder and live a better life.

In Greek mythology, Athena was Zeus' wife and sister, the queen of all the gods, the goddess of marriage.

For eighty four days old Santiago had not caught a single fish．At first a young boy，Manolin，had shared his bad fortune，but after the fortieth luckless day the boy's father told his son to go in another boat．From that time on，Santiago worked alone．The boy loved the old fisherman and always helped him with money and food．Usually，they would talk about the fish they had taken in luckier times or about American baseball after supper，while at night，alone in his cottage，Santiago dreamed of lions on the beaches of Africa，where he had gone on a sailing ship years before．He no longer dreamed of his dead wife．On the eighty-fifth day，Santiago set off to fish before dawn．Two of his baits （饵） were fresh tunas （金枪鱼） the boy had given him．Then he set his lines which went straight down into deep dark water．As the sun rose he saw other boats in toward shore．A man of war bird showed him where dolphin were chasing some flying fish．This time Santiago saw tuna jumping in the sunlight．A small one took the hook on his line．Pulling the fish aboard，the old man thought it a good fortune．Toward noon a marlin，a common fish in the sea，started eating the bait which was one hundred meters down．Gently the old man played the fish，a big one，as he knew from the weight on the line．At last he struck to settle the hook．The fish did not come out of the surface．Instead，it began to pull the boat to the northwest．The old man followed it． Although he was alone and no longer strong，he had his skill and knew many tricks． He waited patiently for the fish to be tired．It became cold after the sunset．Suddenly the marlin leaned，pulling Santiago forward on his face and cutting his cheek．By dawn his left hand was cramped （抽筋的）．The fish had headed northward； there was no land in sight．Hungry，he cut pieces from the tuna and chewed them slowly．That morning the fish jumped．Seeing it leap，Santiago knew he had hooked the biggest marlin he had ever seen．Then the fish went down and turned toward the east．Santiago drank a little water from the bottle during the hot afternoon．Close to nightfall a dolphin took the small hook he had baited．He lifted it aboard，careful．After he had rested，he cut meat from the dolphin and kept also the two flying fish he found in its stomach．That night he slept．He awoke to feel the line running through his fingers as the fish jumped．Making the line loose slowly，he tried to tire the marlin．After the fish slowed its run，he washed his cut hands in sea water and ate one of the flying fish．At sunrise the marlin began to circle．Faint and dizzy，he worked to bring the big fish nearer with each turn．Almost exhausted，he finally drew his big fish alongside and drove in the harpoon （鱼叉）．The fish was two feet longer than the boat．No fish like it had ever been seen in Havana harbor．An hour later，he sighted the first shark，a fierce Mako，and it came in fast to chase after the dead marlin．The old man struck the shark with his harpoon．The Mako rolled and sank，carrying the harpoon with it and leaving the marlin bloody．He knew the smell would spread．Watching，he saw two sharks closing in．He struck at one with his knife and watched it sliding down into deep water．He killed the other while it tore at the flesh of the marlin．When the third appeared，he thrust （刺） it with the knife．The other sharks came at sunset．At first he tried to beat them with the tiller （舵柄） from the boat，but his hands were bleeding and there were too many in the sea．In the darkness，as he steered （掌舵）toward the harbor of Havana，he heard them hitting the boat again and again．But the old man thought only of his steering and his great tiredness．He had gone out too far and the sharks had beaten him．He knew they would leave him nothing but the stripped skeleton of the big marlin．All lights were out when he sailed into the little harbor and beached his boat．He could just make out the white backbone and the upstanding tail of the fish．Once he fell under their weight and lay patiently until he could gather his strength to go on．In his cottage he fell on his bed and went to sleep．71．According to the text，which statement is NOT true about Manolin？ ____ A．The boy left Santiago at last．B．The boy had mercy on Santiago．C．The boy was Santiago's adopted son．D．The boy showed his great concerns to Santiago．72．Why did the man feel that he could be lucky this time？ ____ A．Because a lot of sharks followed his boat．B．Because he dreamed about the American lions．C．Because a small tuna took the hook on his line．D．Because he saw many flying fish were chased by the dolphins．73．Why does Santiago let the marlin lead his boat instead of pulling the big fish up？ ____ A．He was too tired and hungry to pull the big fish up．B．He wanted to use the marlin as a bait to catch the sharks．C．He wanted to kill the marlin first before he pulled it up to the boat．D．His experience told him not to do so before the fish was tired out．74．Which of the underlined sentences below can be used to best describe Santiago's character？ ____ A．"He no longer dreamed of his dead wife．"B．"Although he was alone and no longer strong，he had his skill and knew many tricks．"C．"Almost exhausted，he finally drew his big fish alongside and drove in the harpoon．"D．"Once he fell under their weight and lay patiently until he could gather his strength to go on．"75．According to the text，what will be talked about next？ ____ A．People's reflection when they saw the giant marlin's skeleton outside．B．A funeral held by the boy and the local people after his death．C．Santiago's action to realize his dream about the lions．D．Santiago's struggle against sharks．