【正文】 normal seawater rather than acidified water benefits rockfish. B. dark preference represents increased anxiety in young rockfish. C. young rockfish in the experiment are easy to control. D. young rockfish choose to swim in light or dark areas. 67. In the experiment, rockfish exposed to acidified ocean conditions ________. A. chose the dark area rather than the light area of the tank all the time B. were free of anxiety one week after being put in normal seawater C. returned to normal after a fortnight in normal carbon dioxide level seawater D. behaved just like the control group once they were put into normal seawater 68. What is the function of the fifth paragraph? A. To explain how acidified water causes anxiety in fish. B. To discuss whether the researchers, results are believable. C. To give an introduction to the process of the experiment. D. To raise doubts about the researchers, conclusion. 69. What are ―dynamic environments‖ of young rockfish like according to paragraph 6? A. Drifting kelp paddies are everywhere. B. Varieties of fish exist in plexity. C. Lighting and shading shift frequently. D. There are a wide calm sea of kelp forests. 70. What might be the best title for the passage? A. Certain Methods Of Protecting The Ocean Environment. B. Certain Methods To Slow Down Ocean Acidification. C. Young Rockfish Found Suffering From Anxiety In California. D. Increasing Ocean Acidification Results In Anxiety In Fish. 第四部分 任務(wù)型閱讀 (共 10 小題；每小題 1 分，滿(mǎn)分 10 分 ) 請(qǐng)認(rèn)真閱讀下列短文，并根據(jù)所讀內(nèi)容在文章后表格中的空格里填入一個(gè)最恰當(dāng)?shù)膯卧~。 注意：請(qǐng)將答案寫(xiě)在答題卡上相應(yīng)題號(hào)的橫線(xiàn)上。每個(gè)空格只填 1 個(gè)單詞。 We know a good piece of writing when we read it. But what makes the writing ―good‖ and how can we teach all our kids the skills that seem to e naturally to a few. ? Writing is carefully and artfully municating ideas and knowledge. Don’t tap on the desk asking ―Is that all you have written? Look at Emma she has written two pages‖. This simply tells kids that. If your kids haven’t written much, they are either thinking, or you have set them a task with no purpose or plan, or they have literacy struggles which won’t be solved by being told to get on with it. ? Grammar isn’t the thing you correct at the end of the writing process. Grammar is what you teach during the writing process. Our kids need teachers not copy editors. You can name parts of speech. You can describe the grammatical function of parts of speech. This is more useful knowledge because at least you know why you might want to use them in your writing. The third level of grammatical knowledge is the most useful intention. This means choosing your words and anizing your sentences with your story’s purpose and audience in mind. ? It’s hard to choose your words with intention when your writing has no purpose. Don’t tell kids to ―write a story‖. Have a reason for writing, and an audience who will read it. It’s also hard to write about things you don’t know anything about. Last year, my son did the national standardized NAPLAN test. The writing task was to write about a hero, and he wrote about me. I was flattered until he explained I wasn’t his first choice—he didn’t have enough information about other potential heroes stored inside his head to write a convincing persuasive piece. ? To write with purpose and intention you need a plan. But kids won’t write drafts as much as you might like them to. Authors write drafts because they are professionals with ambition and time on their hands. Let kids plan in other ways act out their story, draw their story, and tell their story to other people. Each time they ―tell‖ their story in these ways they will refine it. When the listener is confused about where the dragon suddenly appeared from, they will think through the explanation. When they act out the plot, they will be inspired to refine it. When they draw their story they will be promoted to add more relevant detail. ? The very best way to write well is to look at good models of writing. Teach kids how language works by looking at it doing its work in its natural habitatexemplary writing. If you want your children to write well read great books to them, and give them great books to read. To think and figure out writing purposes To 73. their literacy struggles Teach them 74. To know grammatical terms and their functions To base choices of words and sentence anizations on 75. audience Encourage them to research To know 76. they should write To know who their readers are To write what they are 77. with 71. to improving kids’ writing Allow them to 78. drafts 72. them enough time To plan their writing in other ways like 79. , drawing and telling their story 80. them to great books To know how language works by looking at it doing its work 笫五部分：讀寫(xiě)任務(wù) (25 分） On this day, Morrie says that he has an exercise for us to try. We are to stand, facing away from our classmates, and fall backward, relying on another student to catch us. Most of us are unfortable with this, and we cannot let go for more than a few inches before stopping ourselves. We laugh in embarrassment. Finally， one student, a thin, quiet, darkhaired girl, crosses her arms over her chest, closes her eyes, and leans back without fear. For a moment, I am sure she is going to thump on the floor. At the last instant, her assigned partner grabs her head and shoulders and pulls her up harshly. ―Whoa!‖ several students yell. Some clap. Morrie finally smiles. ―You see‖， he says to the girl, ―you closed your eyes. That was the difference. Sometimes you cannot believe what you see. You have to believe what you feel. And if you are ever going to have other people trust you, you must feel that you can trust them too — eve