Unit 2 Bridging Cultures 单元仿真验收性评价（含解析）高中英语人教版（2019）选择性必修 第二册
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| 名称 | Unit 2 Bridging Cultures 单元仿真验收性评价（含解析）高中英语人教版（2019）选择性必修 第二册 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-08-10 13:00:22 | ||
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UNIT 2 单元仿真验收性评价
(时间：100分钟 满分：120分)班级：________ 姓名：________ 得分：________
第一部分：阅读(共两节，满分50分)
第一节(共15小题；每小题2.5分，满分37.5分)
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
In years past, many people would travel over New Year's Eve and immerse themselves in a different culture.Countries around the world celebrate the new year with unique customs and traditions carried out at the celebration.
Japan: Eat toshikoshi soba
Shiwasu is the end of the year period in Japan.To celebrate New Year's Eve, people eat “year crossing” soba, which can symbolize having a long and fortunate life along with a clean break from the year.However, when eaten at midnight, there's a certain cross of the old and the new year, thus you cannot “break off” all of last year's troubles properly but instead carry them over to the following year.
Russia: Burn, then drink your wishes
After a year of ruined dreams and canceled plans, set your sights on a fresh start with this Russian tradition.Before midnight, write down your wishes on a piece of paper, then light the paper on fire.Once it's stopped burning, spread the wish filled ashes into a glass of champagne and drink up shortly after the clock completes striking midnight.
Spain: Eat 12 grapes
Perhaps the easiest tradition to carry out is eating grapes for good luck.When the clock starts striking at midnight, eat one with each ringing sound.Better if you're wearing special New Year's Eve underwear while eating your grapes.A pair of red underwear can bring you a new year of love, while yellow may bring joy and fortune.
Greece: Hang some onions
If you've been cooking, maybe you have some onions around the house to spare for this tradition.In Greece, onions symbolize rebirth, so people hang them up on their doors on Dec.31 to encourage a year of growth.Keep the Greek traditions going by baking a special cake on New Year's Day.Hide a coin in the cake and share it with your loved ones — whoever finds the coin is said to have a year of good luck.
1．Where is the passage more likely to be taken from
A．A news report. B．A scientific essay.
C．A tourism brochure. D．A history book.
2．Which has the symbolic meaning of “Born again”？
A．Soda. B．Ashes.
C．Grapes. D．Onions.
3．In which country things are eaten while listening to the New Year's bells
A．Japan. B．Russia.
C．Spain. D．Greece.
B
Torbjorn Pedersen is a Danish traveler who recently finished a trip around the world.But this wasn't just any trip.
In 2013, Mr Pedersen read an article about someone who had visited all the countries of the world.It made him realize he could set a record by doing the same thing, but without flying.
He hoped that he could live on a budget of about $20 a day.He_had_originally_anticipated_it_would_take_four_years_to_reach_countries,_but_the_world_had_other_plans.
Though he did have to quit his job and leave his parents and girlfriend behind, the first part of his trip was pretty easy, but as he moved on to other parts of the world, things began to get hard.
To cross large bodies of water, Mr Pedersen took boats.Sometimes it was hard to find a boat.At other times, Mr Pedersen was on a boat for days, being tossed (摇摆颠簸) by strong waves during a storm.He traveled by taxi, bus, train, and even walking.With a limited budget, sometimes people invited him into their homes.At other times, he had to sleep outside.Mr Pedersen says he had many difficult experiences.He was once held at gunpoint and thought he might be killed.He also became severely ill with a serious disease.
But he also had many good experiences.Mr Pedersen says that one reason why he didn't give up was the help he got from people all over the world.On July 26, Mr Pedersen arrived back in Denmark after a 33 day boat ride.He was met by about 150 people, including friends and family members.
In the last 10 years, he's covered around 260,000 miles — roughly 10 times the distance around the Earth.Mr Pedersen says he's looking forward to some quiet time to think about his trip.After that, he plans to write a book and share what he learned in his travels around the world.
4．What inspired Torbjorn Pedersen to start the trip around the world
A．The dream of setting a world record.
B．The knowledge of a stranger's experience.
C．The desire to experience different cultures.
D．The encouragement of his parents and girlfriend.
5．How can we understand the underlined sentence in paragraph 3
A．He failed to carry out his plan.
B．He finished his trip smoothly as expected.
C．He spent more than four years travelling around the world.
D．He changed his plans over the course of the trip intentionally.
6．What's the main idea of the fifth paragraph
A．The help Mr Pedersen got from others.
B．The challenges Mr Pedersen met on the way.
C．The efforts Mr Pedersen made to achieve his goal.
D．The inconvenient transportation Mr Pedersen underwent.
7．Which of the following words can best describe Mr Pedersen
A．Courageous and determined.
B．Ambitious and helpful.
C．Sincere and independent.
D．Amusing and strong willed.
C
Words are powerful: they have the ability to lift up the lowest of the low or tear down the highest of the high.But a strong argument could be made that our body language is even more influential.The most effective communication occurs when the importance of body language in teaching is acknowledged.When these nonverbal signals are working together with our words, it creates communication synergy.
It has been suggested that two thirds of our communication is nonverbal.Positive body language in a classroom setting has the ability to motivate, inspire and engage.It can not only give you the confidence you need to teach but can also inform your students that you actually know what you're talking about.It can even make your students feel safe and confident enough to participate in the lessons more frequently.
Most leadership positions encourage body language that shows power and confidence.Signals include standing tall, gesturing only from the waist up, head straight and forward, and talking while pointing to others, which are obvious ways to exercise control.But when teaching, the nonverbal signals need to show a different type of leader.These signals convey warmth and understanding, reminding your students that you are approachable and there to help them grow.For example, fix your eyes on one student for about 15 30 seconds before changing to another student, which is one of the best ways to keep students' focus.Nod your head.Give the thumbs up! Show them they are on the right path and that they will be more confident in continuing down it.
The importance of body language can never be ignored.It's desirable that you should advocate using body language in teaching and pay attention to the use rule and using skills.You should use right, natural and clear body language.It's crucial that you create good classroom atmosphere, inspire students' imagination and grasp students' mood.
8．What can we learn from paragraph 1
A．Words are more powerful than body language in conveying meaning.
B．Nonverbal cues account for only a minor part of the communication.
C．Teachers should focus on their verbal expressions rather than their body language.
D．Combining body language and spoken communication enhances teaching effectiveness.
9．What does the body language used by most leadership positions mainly express
A．Warmth. B．Encouragement.
C．Understanding. D．Control.
10．What's the purpose of the last paragraph
A．To give suggestions. B．To make a description.
C．To explain a theory. D．To summarize a debate.
11．What is the text mainly talking about
A．The value of teacher student communication.
B．The effective ways of good communication.
C．The importance of teacher's body language.
D．The prospect of students' nonverbal learning.
D
One side effect of globalization and the related phenomenon of greatly increased mobility (流动性) is that the_traditional_definition_of_“foreigner”_has_passed_its_“best_before_date”．
Is a European who has lived in China longer than in his home country, becoming fluent in the language and knowing the culture well in the process, still a foreigner in China, or has he become more of a foreigner in his own hometown What about a Beijinger who had her schooling in Canada and then lived and worked there for another 20 years while raising a family who has no intention of returning to China？Does she think and act like a foreigner What do we mean by this label (标签)
When I grew up in the suburbs of Chicago, the faces I would see during a walk through a local shopping mall back in the 1960s and 1970s included almost none of Asian descent (血统)．Today the local malls are full of Asian faces, and a glance at the ranks of top scoring students in local schools reveals lots of Asian surnames.
To some extent, this is no great surprise in the American context, because America is a land of immigrants, and a cultural melting pot. Apart from the native American Indians, Americans are (or were), in some way, all foreigners anyway.Absorbing a large number of immigrants is an established pattern in American history.
In most places, the traditional foreigners were people who didn't speak or read the local languages well and were unfamiliar with local customs and lifestyles. But, nowadays, a foreigner walking down the street may have better SAT scores than you, or a higher degree from a better university.
The traditional role models are getting mixed up, and it looks like this is just the beginning of a new chapter. Today, the whole thing has totally changed. It's not about where people are from or what color their skins are. It's about who they are, what values and skills they bring, and how they think.
12．What does the underlined part in paragraph 1 mean
A．The term “foreigner” should be redefined.
B．The term “foreigner” should no longer be used.
C．There are no more foreigners in the world today.
D．The term “foreigner” is not proper to define people.
13．What does the author tend to tell us by mentioning a European and a Beijinger
A．It's no longer proper to define foreigners according to their birthplaces.
B．The label of foreigners can never be removed.
C．Most foreigners can do well in learning languages.
D．It's impossible for a foreigner to get recognition abroad.
14．What can be inferred from the third paragraph
A．In 1960s and 1970s, Asians didn't shop in Chicago.
B．Today, more and more Asian travellers like to shop in Chicago.
C．There are more Asian people today than in the 1960s and 1970s in Chicago.
D．Most Asian students do well academically in the schools in Chicago.
15．What's the main idea of the passage
A．Globalization and mobility have caused more and more immigrants.
B．The standards of defining “foreigner” have thoroughly changed.
C．America is a cultural melting pot.
D．Immigration is a global social phenomenon.
第二节(共5小题；每小题2.5分，满分12.5分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Culture shock refers to the anxiety and feelings (of surprise, uncertainty, confusion, etc.) people feel when they have to operate within a different and unknown cultural or social environment, such as a foreign country.
Generally speaking, we could say that there are four stages of culture shock. The first stage is called “the honeymoon”. In this stage, you are excited about living in a different place. __16__
The next stage is “the hostility (敌意) stage”. In this stage, you begin to notice not everything is as good as you originally thought it was. __17__ Moreover, people don't treat you like a guest anymore.
Then you come to the third stage called “recovery”. In this stage, you start to feel more positive. __18__ The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.
The last stage of culture shock is called “adjustment”. In this stage, you have reached a point where you actually feel good. You have learned enough to understand the new culture. The things that originally (起初) made you feel uncomfortable or strange are now things that you understand. __19__
Not all individuals visiting another country will experience all these four stages. __20__ It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．
A．You feel that friends should help each other to deal with culture shock.
B．And you come to understand everything you don't understand.
C．In addition, culture shock is not limited to the overseas visitors.
D．You become tired of many things about the new culture.
E．Now you have adjusted to the new culture and you feel comfortable.
F．You begin to understand you need to travel a lot.
G．And everything seems to be wonderful and everybody seems to be so nice to you.
第二部分：语言运用(共两节，满分30分)
第一节(共15小题；每小题1分，满分15分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
With more free time after completing her examinations, Rachel, a 16 year old student of the School of Science and Technology, Singapore, decided to bake for friends and family.She was surprised when they came back with a lot of positive __21__.
Then she read some __22__ stories of people who stepped forward to help others with whatever talents they had.And that __23__ her to use her baking skill to help the less fortunate.
Last year, she started making and selling the Bear Cookie and gave most of the __24__ to Global Village for Hope, which is a local non profit organization that has set up more than 100 community __25__ in villages in Thailand.These projects help to __26__ the less fortunate with money for food, better education and drinkable water.
So far, Rachel has __27__ almost $6,000 from her bake sales.
“It can be really __28__ at times but I find it all really worth it when my __29__ tell me that they really enjoy my cookies.To my surprise, many customers __30__ extra money on top of what they paid for the __31__.This was really heart warming as I never knew that I could use my cookies to __32__ someone's heart and inspire them to donate too，” Rachel said.“Growing up here, many young Singaporeans can __33__ a good education, something — that not every person can get.I __34__ believe that every child deserves a proper education.I feel that at 16, I should also do my best to give back to __35__. If I have the ability to help others, why not？”
21．A.changes B．comments
C．effects D．measures
22．A.interesting B．frightening
C．disappointing D．heartwarming
23．A.inspired B．persuaded
C．required D．forced
24．A.debts B．earnings
C．products D．salaries
25．A.experiments B．clubs
C．meetings D．projects
26．A.exchange B．attract
C．combine D．support
27．A.spent B．raised
C．wasted D．counted
28．A.confusing B．tiring
C．satisfying D．exciting
29．A.teachers B．employers
C．customers D．producers
30．A.gave out B．gave in
C．gave away D．gave up
31．A.education B．books
C．technology D．cookies
32．A.break B．touch
C．open D．steal
33．A.offer B．receive
C．complete D．guarantee
34．A.strongly B．hardly
C．excitedly D．easily
35．A.school B．family
C．society D．charity
第二节(共10小题；每小题1.5分，满分15分)
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
__36__ (get) young people to take part in activities to save their national heritage is a good way to introduce them to their country's history. __37__ they learn about where they come from, they will __38__ (hopeful) be proud to tell others about their country and culture.Of course, teachers must keep a balance between teaching the good and bad parts of a country's history. Learning only the good parts can lead __39__ narrow thinking. Learning the bad parts may help stop those kinds of things from __40__ (happen) again.
Students __41__ know their history and culture are more likely to make sure that their cultural heritage __42__ (preserve) well.Besides, teachers can motivate students by asking them to come up with __43__ (they) own ideas.One possible idea is for students to raise money to an __44__ (organise) or group which protects their country's cultural heritage.Teachers may also turn to their local museums or historical __45__ (society) for help in getting students more interested in this important field.
第三部分：写作(共两节，满分40分)
第一节(满分15分)
假定你是李华，来自英国的师生即将结束在你校为期两周的访问活动。请你写一篇英文发言稿， 在欢送会上代表学生会发言。内容包括：
1．活动回顾； 2.活动意义。
注意：1.写作词数应为80左右；
2．请按如下格式作答。
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua，
We look forward to welcoming you back to our school in the near future.
Thank you!
第二节(满分25分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Hats in York
Whoosh! The cold wind roared through the trees and between buildings.Winter was on its way.Susan was warm in her house, thinking about an article she'd read at school.The article had been about kids who helped out their communities, and she thought it would be really cool to help her own town, York.
The only problem was that she wasn't sure how to help.What did her town need a kid to do In the article, the kids had grown food for people who needed food, but it was winter.She couldn't start a garden.Susan was still deep in thought when her mom said it was time to go grocery shopping.
As they drove along the road, Susan saw a family walking on the sidewalk, wearing only light jackets.How cold they must be, Susan thought.That gave her an idea! She could help her town, and she could collect winter coats, hats, and gloves for people in York who needed them.
She shared her idea with her mom, who thought it was a great idea.But how would they spread the word so that they could get a lot of winter clothing They decided to call the project “Hats in York”， and they wrote a letter explaining the idea that people could drop off their winter clothing in the park to those in need to the families.Her mom asked Susan to talk to her teacher, Mrs Monroe, because then Mrs Monroe could share her idea with her classmates at least.
注意：1.续写词数应为150左右； 2.请按如下格式作答。
Susan and Mrs Monroe met one day during lunch time.
Three days after their field trip to the park, Susan and her mom were driving once again.
UNIT 2 单元仿真验收性评价
第一部分
第一节
语篇解读：本文是一篇说明文。文章介绍了不同国家庆祝新年的独特习俗和传统。
1．选C 推理判断题。根据第一段“In years past ...celebration.”和下文中对不同国家庆祝新年的独特习俗和传统的介绍可推知，本文更符合旅游手册的特点，旨在为游客提供旅游目的地的文化、风俗等信息。故选C项。
2．选D 细节理解题。根据Greece: Hang some onions部分中“In Greece ...year of growth.”可知，洋葱象征着“重生”。故选D项。
3．选C 细节理解题。根据Spain: Eat 12 grapes部分中“Perhaps ...sound.”可知，在西班牙，人们一边听着新年的钟声一边吃东西。故选C项。
语篇解读：本文是一篇记叙文。文章主要讲述了丹麦旅行者Torbjorn Pedersen花了四年多的时间完成了一次环球旅行。
4．选B 细节理解题。根据第二段“In 2013, Mr Pedersen ...flying.”可知，了解一个陌生人的经历激发了Torbjorn Pedersen开始环球旅行。故选B。
5．选C 句意理解题。根据第四段“Though he ...get hard.”可知，后文提到他前往世界其他地方遇到了困难，说明四年时间环游世界并不够，他花了超过四年的时间来完成。故画线句意思是“他花了四年多的时间环游世界”。故选C。
6．选B 段落大意题。根据第五段“To cross ...serious disease.”可知，第五段主要介绍了Pedersen在路上遇到的挑战。故选B。
7．选A 推理判断题。根据第五段“To cross large ...serious disease.”以及第六段“Mr Pedersen ...world.”可推知，Pedersen先生勇敢、坚定。故选A。
语篇解读：本文是一篇说明文，主要介绍了教师在教学中使用肢体语言的重要性。
8．选D 推理判断题。根据第一段“The most effective ...synergy.”可知，我们能从第一段中了解到肢体语言与口语交际相结合，能提高教学效果。故选D。
9．选D 细节理解题。根据第三段中“Most leadership ...control.”可知，大多数领导职位所运用的肢体语言主要表现为控制。故选D。
10．选A 推理判断题。根据最后一段“The importance ...mood.”可推断出，最后一段的目的是给出建议，建议教师在教学中使用肢体语言。故选A。
11．选C 主旨大意题。通读全文，尤其是第一段中“The most ...acknowledged.”和最后 一段中“The importance of body language can never be ignored.”可知，文章主要介绍了教师在教学中使用肢体语言的重要性。故选C。
语篇解读：本文是一篇议论文，主要论述了随着全球化的发展和人口流动性的大幅增加，传统意义上的“外国人”的概念已发生了根本性的变化，人们需要对此重新定义。
12．选A 句意理解题。分析第一段的内容可知，画线部分表示传统意义上对于“外国人”的定义已经“过期”。由此可知，如今对“外国人”的定义已发生了很大的变化，应重新定义“外国人”一词。故选A。
13．选A 推理判断题。根据第一段的内容及第二段中列举的一个欧洲人和一个北京人的例子可推出，根据出生地来定义“外国人”已经不合时宜了。故选A。
14．选C 推理判断题。根据第三段的内容可推出，当今在芝加哥的亚洲人比20世纪60年代和70年代多。故选C。
15．选B 主旨大意题。本文主要叙述了随着全球化的发展和全球人口流动性大幅增加，传统的对“外国人”的定义已发生了巨大的变化，应该重新定义。而且“foreigner”一词贯穿全文。故选B。
第二节
16．选G 根据空前的“The first stage is called ‘the honeymoon’. In this stage, you are excited about living in a different place.”可知，G选项承接上文，每一件事情看起来都很精彩，每个人看起来都对你很好，故选G。
17．选D 根据空前的“In this stage, you begin to notice not everything is as good as you originally thought it was.”和空后的“Moreover, people don't treat you like a guest anymore.”可知，进入到第二个阶段，你对周围事物以及周围的人对待你的态度大不如前，你对新文化中的很多事情都感到厌烦，故选D。
18．选B 根据空前的“In this stage, you start to feel more positive.”和空后的“The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.”可知，在文化冲击的“恢复期”，你开始变得适应，你慢慢理解你不懂的每一件事情，故选B。
19．选E 根据本段的内容可知，文化冲击的最后一个阶段是“调整期”，这个阶段你已经学了足够多的知识来了解这种新的文化，所以空处总结之前的内容，对于新文化的理解，你已经了解的足够多了，故选E。
20．选C 根据空后的“It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．”可知，文化冲击不仅仅局限于海外的访问者，故选C。
第二部分
第一节
语篇解读：本文是一篇记叙文。文章主要讲述了16岁的新加坡学生Rachel被人们的善举所感动，用自己的烘焙技术来帮助那些不幸的人。去年，她开始制作和销售小熊饼干，并将大部分收入捐给了慈善组织。
21．选B 上文“She was surprised when they came back with a lot of positive”提到她感到惊讶，说明她的饼干得到了积极的评价。故选B。
22．选D 根据后文“people who stepped forward to help others with whatever talents they had”可知，此处指人们帮助他人的感人故事。故选D。
23．选A 根据后文“her to use her baking skill to help the less fortunate”可知，这些善举激发了她用自己的烘焙技术来帮助那些不幸的人。故选A。
24．选B 根据上文“she started making and selling the Bear Cookie”可知，此处指售卖饼干的收入。故选B。
25．选D 根据上文“Global Village for Hope, which is a local non profit organization that has set up more than 100 community”和下文“These projects help to”可知，希望地球村是一个当地的非营利组织，在泰国的村庄建立了100多个社区项目。故选D。
26．选D 根据后文“the less fortunate with money for food ...water”可知，项目通过为穷人提供食物、更好的教育和饮用水来支持他们。故选D。
27．选B 根据后文“almost D|S6,000 from her bake sales”可知，通过售卖饼干筹集到了很多钱。故选B。
28．选B 后文“at times but I find it all really worth it”中but表示转折，说明这项工作有时候累人，但是很值得。故选B。
29．选C 根据后文“tell me that they really enjoy my cookies”可知，顾客喜欢吃她的饼干。故选C。
30．选C 根据后文“extra money on top of what they paid for the”可知，顾客赠送了额外的钱给她，故选C。
31．选D 根据上文“extra money on top of what they paid for the”可知，顾客除了付饼干的钱，还额外给了钱。故选D。
32．选B 根据后文“someone's heart and inspire them to donate too”以及上文顾客多给钱可知，她用饼干打动了别人，激励他们也捐款。故选B。
33．选B 根据后文“a good education”可知，新加坡年轻人接受好的教育，应用receive。故选B。
34．选A 根据后文“believe that every child deserves a proper education”以及她从事售卖饼干捐款可知，她坚信每个孩子都应该受到适当的教育。故选A。
35．选C 根据后文“If I have the ability to help others, why not？”可知，帮助有困难的人属于回馈社会的行为。故选C。
第二节
语篇解读：本文是一篇说明文。文章主要介绍让年轻学生学习了解自己国家的民族文化的重要性，并简单介绍了教师在这一过程中具体可以怎么做的问题。
36．Getting 考查非谓语动词。分析句子结构可知，该句缺主语，故用Getting。
37．If/As/When 考查连接词。根据句意及语境可知，此处可填入If(如果)引导条件状语从句，或填入As/When(当……的时候)引导时间状语从句，故填If/As/When。
38．hopefully 考查副词。分析句子可知，此处应用副词修饰动词be。故填hopefully。
39．to 考查介词。此处为固定短语，lead to “导致”。故填to。
40．happening 考查非谓语动词。根据固定短语stop sth.from doing ...可知，此处应用动名词作宾语，故填happening。
41．who/that 考查定语从句。分析句子结构可知，空处引导限制性定语从句，修饰先行词students，因而使用关系代词who/that引导定语从句。
42．is preserved 考查时态和语态。由上下文可知，应用一般现在时；主语their cultural heritage (他们的文化遗产)得到保护，故用被动语态。
43．their 考查代词。此处为固定搭配，one's own“某人自己的”。故填their。
44．organisation 考查名词。空前为冠词，冠词后应用名词，故填organisation。
45．societies 考查名词复数。分析语境，结合or之前museums的提示可知，这里不是单指一个历史社团，故应使用名词复数形式。
第三部分
第一节(参考范文)
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua, would like to extend our warmest farewell to you as your two week visit to our school comes to an end.
Looking back on the past two weeks, we have witnessed a variety of activities filled with learning, laughter, and cultural exchange.Your presence has enriched our school life immensely, and we are truly grateful for the opportunity to learn from you.Not only has your visit strengthened the bond between our schools, but it has also opened up avenues for future collaborations and exchanges.
In conclusion, we would like to express our heartfelt gratitude to you for choosing our school as your host.
We look forward to welcoming you back to our school in the near future.
Thank you!
第二节(参考范文)
Susan and Mrs Monroe met one day during lunch time.Mrs Monroe was thrilled with the idea, and said she would make sure copies of the letter went home with all the students in the class! Susan burst into tears and held her arms tightly with excitement, “Great! We start right now！” They collected the winter clothing for a few weeks, then were able to take their field trip to two parks in the area to leave the clothes where families who needed them could get them.
Three days after their field trip to the park.Susan and her mom were driving once again.She saw the same family walking together that had given her the idea for Hats in York.This time, though, the family looked nice and warm in some new coats, hats, and gloves.Seeing this, her mom smiled to her, “Sweetie, you did a wonderful job！” Susan felt a warm glow in her heart, and was very glad she could help her community.
(时间：100分钟 满分：120分)班级：________ 姓名：________ 得分：________
第一部分：阅读(共两节，满分50分)
第一节(共15小题；每小题2.5分，满分37.5分)
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
In years past, many people would travel over New Year's Eve and immerse themselves in a different culture.Countries around the world celebrate the new year with unique customs and traditions carried out at the celebration.
Japan: Eat toshikoshi soba
Shiwasu is the end of the year period in Japan.To celebrate New Year's Eve, people eat “year crossing” soba, which can symbolize having a long and fortunate life along with a clean break from the year.However, when eaten at midnight, there's a certain cross of the old and the new year, thus you cannot “break off” all of last year's troubles properly but instead carry them over to the following year.
Russia: Burn, then drink your wishes
After a year of ruined dreams and canceled plans, set your sights on a fresh start with this Russian tradition.Before midnight, write down your wishes on a piece of paper, then light the paper on fire.Once it's stopped burning, spread the wish filled ashes into a glass of champagne and drink up shortly after the clock completes striking midnight.
Spain: Eat 12 grapes
Perhaps the easiest tradition to carry out is eating grapes for good luck.When the clock starts striking at midnight, eat one with each ringing sound.Better if you're wearing special New Year's Eve underwear while eating your grapes.A pair of red underwear can bring you a new year of love, while yellow may bring joy and fortune.
Greece: Hang some onions
If you've been cooking, maybe you have some onions around the house to spare for this tradition.In Greece, onions symbolize rebirth, so people hang them up on their doors on Dec.31 to encourage a year of growth.Keep the Greek traditions going by baking a special cake on New Year's Day.Hide a coin in the cake and share it with your loved ones — whoever finds the coin is said to have a year of good luck.
1．Where is the passage more likely to be taken from
A．A news report. B．A scientific essay.
C．A tourism brochure. D．A history book.
2．Which has the symbolic meaning of “Born again”？
A．Soda. B．Ashes.
C．Grapes. D．Onions.
3．In which country things are eaten while listening to the New Year's bells
A．Japan. B．Russia.
C．Spain. D．Greece.
B
Torbjorn Pedersen is a Danish traveler who recently finished a trip around the world.But this wasn't just any trip.
In 2013, Mr Pedersen read an article about someone who had visited all the countries of the world.It made him realize he could set a record by doing the same thing, but without flying.
He hoped that he could live on a budget of about $20 a day.He_had_originally_anticipated_it_would_take_four_years_to_reach_countries,_but_the_world_had_other_plans.
Though he did have to quit his job and leave his parents and girlfriend behind, the first part of his trip was pretty easy, but as he moved on to other parts of the world, things began to get hard.
To cross large bodies of water, Mr Pedersen took boats.Sometimes it was hard to find a boat.At other times, Mr Pedersen was on a boat for days, being tossed (摇摆颠簸) by strong waves during a storm.He traveled by taxi, bus, train, and even walking.With a limited budget, sometimes people invited him into their homes.At other times, he had to sleep outside.Mr Pedersen says he had many difficult experiences.He was once held at gunpoint and thought he might be killed.He also became severely ill with a serious disease.
But he also had many good experiences.Mr Pedersen says that one reason why he didn't give up was the help he got from people all over the world.On July 26, Mr Pedersen arrived back in Denmark after a 33 day boat ride.He was met by about 150 people, including friends and family members.
In the last 10 years, he's covered around 260,000 miles — roughly 10 times the distance around the Earth.Mr Pedersen says he's looking forward to some quiet time to think about his trip.After that, he plans to write a book and share what he learned in his travels around the world.
4．What inspired Torbjorn Pedersen to start the trip around the world
A．The dream of setting a world record.
B．The knowledge of a stranger's experience.
C．The desire to experience different cultures.
D．The encouragement of his parents and girlfriend.
5．How can we understand the underlined sentence in paragraph 3
A．He failed to carry out his plan.
B．He finished his trip smoothly as expected.
C．He spent more than four years travelling around the world.
D．He changed his plans over the course of the trip intentionally.
6．What's the main idea of the fifth paragraph
A．The help Mr Pedersen got from others.
B．The challenges Mr Pedersen met on the way.
C．The efforts Mr Pedersen made to achieve his goal.
D．The inconvenient transportation Mr Pedersen underwent.
7．Which of the following words can best describe Mr Pedersen
A．Courageous and determined.
B．Ambitious and helpful.
C．Sincere and independent.
D．Amusing and strong willed.
C
Words are powerful: they have the ability to lift up the lowest of the low or tear down the highest of the high.But a strong argument could be made that our body language is even more influential.The most effective communication occurs when the importance of body language in teaching is acknowledged.When these nonverbal signals are working together with our words, it creates communication synergy.
It has been suggested that two thirds of our communication is nonverbal.Positive body language in a classroom setting has the ability to motivate, inspire and engage.It can not only give you the confidence you need to teach but can also inform your students that you actually know what you're talking about.It can even make your students feel safe and confident enough to participate in the lessons more frequently.
Most leadership positions encourage body language that shows power and confidence.Signals include standing tall, gesturing only from the waist up, head straight and forward, and talking while pointing to others, which are obvious ways to exercise control.But when teaching, the nonverbal signals need to show a different type of leader.These signals convey warmth and understanding, reminding your students that you are approachable and there to help them grow.For example, fix your eyes on one student for about 15 30 seconds before changing to another student, which is one of the best ways to keep students' focus.Nod your head.Give the thumbs up! Show them they are on the right path and that they will be more confident in continuing down it.
The importance of body language can never be ignored.It's desirable that you should advocate using body language in teaching and pay attention to the use rule and using skills.You should use right, natural and clear body language.It's crucial that you create good classroom atmosphere, inspire students' imagination and grasp students' mood.
8．What can we learn from paragraph 1
A．Words are more powerful than body language in conveying meaning.
B．Nonverbal cues account for only a minor part of the communication.
C．Teachers should focus on their verbal expressions rather than their body language.
D．Combining body language and spoken communication enhances teaching effectiveness.
9．What does the body language used by most leadership positions mainly express
A．Warmth. B．Encouragement.
C．Understanding. D．Control.
10．What's the purpose of the last paragraph
A．To give suggestions. B．To make a description.
C．To explain a theory. D．To summarize a debate.
11．What is the text mainly talking about
A．The value of teacher student communication.
B．The effective ways of good communication.
C．The importance of teacher's body language.
D．The prospect of students' nonverbal learning.
D
One side effect of globalization and the related phenomenon of greatly increased mobility (流动性) is that the_traditional_definition_of_“foreigner”_has_passed_its_“best_before_date”．
Is a European who has lived in China longer than in his home country, becoming fluent in the language and knowing the culture well in the process, still a foreigner in China, or has he become more of a foreigner in his own hometown What about a Beijinger who had her schooling in Canada and then lived and worked there for another 20 years while raising a family who has no intention of returning to China？Does she think and act like a foreigner What do we mean by this label (标签)
When I grew up in the suburbs of Chicago, the faces I would see during a walk through a local shopping mall back in the 1960s and 1970s included almost none of Asian descent (血统)．Today the local malls are full of Asian faces, and a glance at the ranks of top scoring students in local schools reveals lots of Asian surnames.
To some extent, this is no great surprise in the American context, because America is a land of immigrants, and a cultural melting pot. Apart from the native American Indians, Americans are (or were), in some way, all foreigners anyway.Absorbing a large number of immigrants is an established pattern in American history.
In most places, the traditional foreigners were people who didn't speak or read the local languages well and were unfamiliar with local customs and lifestyles. But, nowadays, a foreigner walking down the street may have better SAT scores than you, or a higher degree from a better university.
The traditional role models are getting mixed up, and it looks like this is just the beginning of a new chapter. Today, the whole thing has totally changed. It's not about where people are from or what color their skins are. It's about who they are, what values and skills they bring, and how they think.
12．What does the underlined part in paragraph 1 mean
A．The term “foreigner” should be redefined.
B．The term “foreigner” should no longer be used.
C．There are no more foreigners in the world today.
D．The term “foreigner” is not proper to define people.
13．What does the author tend to tell us by mentioning a European and a Beijinger
A．It's no longer proper to define foreigners according to their birthplaces.
B．The label of foreigners can never be removed.
C．Most foreigners can do well in learning languages.
D．It's impossible for a foreigner to get recognition abroad.
14．What can be inferred from the third paragraph
A．In 1960s and 1970s, Asians didn't shop in Chicago.
B．Today, more and more Asian travellers like to shop in Chicago.
C．There are more Asian people today than in the 1960s and 1970s in Chicago.
D．Most Asian students do well academically in the schools in Chicago.
15．What's the main idea of the passage
A．Globalization and mobility have caused more and more immigrants.
B．The standards of defining “foreigner” have thoroughly changed.
C．America is a cultural melting pot.
D．Immigration is a global social phenomenon.
第二节(共5小题；每小题2.5分，满分12.5分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Culture shock refers to the anxiety and feelings (of surprise, uncertainty, confusion, etc.) people feel when they have to operate within a different and unknown cultural or social environment, such as a foreign country.
Generally speaking, we could say that there are four stages of culture shock. The first stage is called “the honeymoon”. In this stage, you are excited about living in a different place. __16__
The next stage is “the hostility (敌意) stage”. In this stage, you begin to notice not everything is as good as you originally thought it was. __17__ Moreover, people don't treat you like a guest anymore.
Then you come to the third stage called “recovery”. In this stage, you start to feel more positive. __18__ The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.
The last stage of culture shock is called “adjustment”. In this stage, you have reached a point where you actually feel good. You have learned enough to understand the new culture. The things that originally (起初) made you feel uncomfortable or strange are now things that you understand. __19__
Not all individuals visiting another country will experience all these four stages. __20__ It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．
A．You feel that friends should help each other to deal with culture shock.
B．And you come to understand everything you don't understand.
C．In addition, culture shock is not limited to the overseas visitors.
D．You become tired of many things about the new culture.
E．Now you have adjusted to the new culture and you feel comfortable.
F．You begin to understand you need to travel a lot.
G．And everything seems to be wonderful and everybody seems to be so nice to you.
第二部分：语言运用(共两节，满分30分)
第一节(共15小题；每小题1分，满分15分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
With more free time after completing her examinations, Rachel, a 16 year old student of the School of Science and Technology, Singapore, decided to bake for friends and family.She was surprised when they came back with a lot of positive __21__.
Then she read some __22__ stories of people who stepped forward to help others with whatever talents they had.And that __23__ her to use her baking skill to help the less fortunate.
Last year, she started making and selling the Bear Cookie and gave most of the __24__ to Global Village for Hope, which is a local non profit organization that has set up more than 100 community __25__ in villages in Thailand.These projects help to __26__ the less fortunate with money for food, better education and drinkable water.
So far, Rachel has __27__ almost $6,000 from her bake sales.
“It can be really __28__ at times but I find it all really worth it when my __29__ tell me that they really enjoy my cookies.To my surprise, many customers __30__ extra money on top of what they paid for the __31__.This was really heart warming as I never knew that I could use my cookies to __32__ someone's heart and inspire them to donate too，” Rachel said.“Growing up here, many young Singaporeans can __33__ a good education, something — that not every person can get.I __34__ believe that every child deserves a proper education.I feel that at 16, I should also do my best to give back to __35__. If I have the ability to help others, why not？”
21．A.changes B．comments
C．effects D．measures
22．A.interesting B．frightening
C．disappointing D．heartwarming
23．A.inspired B．persuaded
C．required D．forced
24．A.debts B．earnings
C．products D．salaries
25．A.experiments B．clubs
C．meetings D．projects
26．A.exchange B．attract
C．combine D．support
27．A.spent B．raised
C．wasted D．counted
28．A.confusing B．tiring
C．satisfying D．exciting
29．A.teachers B．employers
C．customers D．producers
30．A.gave out B．gave in
C．gave away D．gave up
31．A.education B．books
C．technology D．cookies
32．A.break B．touch
C．open D．steal
33．A.offer B．receive
C．complete D．guarantee
34．A.strongly B．hardly
C．excitedly D．easily
35．A.school B．family
C．society D．charity
第二节(共10小题；每小题1.5分，满分15分)
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
__36__ (get) young people to take part in activities to save their national heritage is a good way to introduce them to their country's history. __37__ they learn about where they come from, they will __38__ (hopeful) be proud to tell others about their country and culture.Of course, teachers must keep a balance between teaching the good and bad parts of a country's history. Learning only the good parts can lead __39__ narrow thinking. Learning the bad parts may help stop those kinds of things from __40__ (happen) again.
Students __41__ know their history and culture are more likely to make sure that their cultural heritage __42__ (preserve) well.Besides, teachers can motivate students by asking them to come up with __43__ (they) own ideas.One possible idea is for students to raise money to an __44__ (organise) or group which protects their country's cultural heritage.Teachers may also turn to their local museums or historical __45__ (society) for help in getting students more interested in this important field.
第三部分：写作(共两节，满分40分)
第一节(满分15分)
假定你是李华，来自英国的师生即将结束在你校为期两周的访问活动。请你写一篇英文发言稿， 在欢送会上代表学生会发言。内容包括：
1．活动回顾； 2.活动意义。
注意：1.写作词数应为80左右；
2．请按如下格式作答。
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua，
We look forward to welcoming you back to our school in the near future.
Thank you!
第二节(满分25分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Hats in York
Whoosh! The cold wind roared through the trees and between buildings.Winter was on its way.Susan was warm in her house, thinking about an article she'd read at school.The article had been about kids who helped out their communities, and she thought it would be really cool to help her own town, York.
The only problem was that she wasn't sure how to help.What did her town need a kid to do In the article, the kids had grown food for people who needed food, but it was winter.She couldn't start a garden.Susan was still deep in thought when her mom said it was time to go grocery shopping.
As they drove along the road, Susan saw a family walking on the sidewalk, wearing only light jackets.How cold they must be, Susan thought.That gave her an idea! She could help her town, and she could collect winter coats, hats, and gloves for people in York who needed them.
She shared her idea with her mom, who thought it was a great idea.But how would they spread the word so that they could get a lot of winter clothing They decided to call the project “Hats in York”， and they wrote a letter explaining the idea that people could drop off their winter clothing in the park to those in need to the families.Her mom asked Susan to talk to her teacher, Mrs Monroe, because then Mrs Monroe could share her idea with her classmates at least.
注意：1.续写词数应为150左右； 2.请按如下格式作答。
Susan and Mrs Monroe met one day during lunch time.
Three days after their field trip to the park, Susan and her mom were driving once again.
UNIT 2 单元仿真验收性评价
第一部分
第一节
语篇解读：本文是一篇说明文。文章介绍了不同国家庆祝新年的独特习俗和传统。
1．选C 推理判断题。根据第一段“In years past ...celebration.”和下文中对不同国家庆祝新年的独特习俗和传统的介绍可推知，本文更符合旅游手册的特点，旨在为游客提供旅游目的地的文化、风俗等信息。故选C项。
2．选D 细节理解题。根据Greece: Hang some onions部分中“In Greece ...year of growth.”可知，洋葱象征着“重生”。故选D项。
3．选C 细节理解题。根据Spain: Eat 12 grapes部分中“Perhaps ...sound.”可知，在西班牙，人们一边听着新年的钟声一边吃东西。故选C项。
语篇解读：本文是一篇记叙文。文章主要讲述了丹麦旅行者Torbjorn Pedersen花了四年多的时间完成了一次环球旅行。
4．选B 细节理解题。根据第二段“In 2013, Mr Pedersen ...flying.”可知，了解一个陌生人的经历激发了Torbjorn Pedersen开始环球旅行。故选B。
5．选C 句意理解题。根据第四段“Though he ...get hard.”可知，后文提到他前往世界其他地方遇到了困难，说明四年时间环游世界并不够，他花了超过四年的时间来完成。故画线句意思是“他花了四年多的时间环游世界”。故选C。
6．选B 段落大意题。根据第五段“To cross ...serious disease.”可知，第五段主要介绍了Pedersen在路上遇到的挑战。故选B。
7．选A 推理判断题。根据第五段“To cross large ...serious disease.”以及第六段“Mr Pedersen ...world.”可推知，Pedersen先生勇敢、坚定。故选A。
语篇解读：本文是一篇说明文，主要介绍了教师在教学中使用肢体语言的重要性。
8．选D 推理判断题。根据第一段“The most effective ...synergy.”可知，我们能从第一段中了解到肢体语言与口语交际相结合，能提高教学效果。故选D。
9．选D 细节理解题。根据第三段中“Most leadership ...control.”可知，大多数领导职位所运用的肢体语言主要表现为控制。故选D。
10．选A 推理判断题。根据最后一段“The importance ...mood.”可推断出，最后一段的目的是给出建议，建议教师在教学中使用肢体语言。故选A。
11．选C 主旨大意题。通读全文，尤其是第一段中“The most ...acknowledged.”和最后 一段中“The importance of body language can never be ignored.”可知，文章主要介绍了教师在教学中使用肢体语言的重要性。故选C。
语篇解读：本文是一篇议论文，主要论述了随着全球化的发展和人口流动性的大幅增加，传统意义上的“外国人”的概念已发生了根本性的变化，人们需要对此重新定义。
12．选A 句意理解题。分析第一段的内容可知，画线部分表示传统意义上对于“外国人”的定义已经“过期”。由此可知，如今对“外国人”的定义已发生了很大的变化，应重新定义“外国人”一词。故选A。
13．选A 推理判断题。根据第一段的内容及第二段中列举的一个欧洲人和一个北京人的例子可推出，根据出生地来定义“外国人”已经不合时宜了。故选A。
14．选C 推理判断题。根据第三段的内容可推出，当今在芝加哥的亚洲人比20世纪60年代和70年代多。故选C。
15．选B 主旨大意题。本文主要叙述了随着全球化的发展和全球人口流动性大幅增加，传统的对“外国人”的定义已发生了巨大的变化，应该重新定义。而且“foreigner”一词贯穿全文。故选B。
第二节
16．选G 根据空前的“The first stage is called ‘the honeymoon’. In this stage, you are excited about living in a different place.”可知，G选项承接上文，每一件事情看起来都很精彩，每个人看起来都对你很好，故选G。
17．选D 根据空前的“In this stage, you begin to notice not everything is as good as you originally thought it was.”和空后的“Moreover, people don't treat you like a guest anymore.”可知，进入到第二个阶段，你对周围事物以及周围的人对待你的态度大不如前，你对新文化中的很多事情都感到厌烦，故选D。
18．选B 根据空前的“In this stage, you start to feel more positive.”和空后的“The whole situation starts to become more favorable and you begin to learn to adapt yourself to it.”可知，在文化冲击的“恢复期”，你开始变得适应，你慢慢理解你不懂的每一件事情，故选B。
19．选E 根据本段的内容可知，文化冲击的最后一个阶段是“调整期”，这个阶段你已经学了足够多的知识来了解这种新的文化，所以空处总结之前的内容，对于新文化的理解，你已经了解的足够多了，故选E。
20．选C 根据空后的“It also occurs within cultures as individuals move from place to place or from one setting to another (e.g., from high school to college)．”可知，文化冲击不仅仅局限于海外的访问者，故选C。
第二部分
第一节
语篇解读：本文是一篇记叙文。文章主要讲述了16岁的新加坡学生Rachel被人们的善举所感动，用自己的烘焙技术来帮助那些不幸的人。去年，她开始制作和销售小熊饼干，并将大部分收入捐给了慈善组织。
21．选B 上文“She was surprised when they came back with a lot of positive”提到她感到惊讶，说明她的饼干得到了积极的评价。故选B。
22．选D 根据后文“people who stepped forward to help others with whatever talents they had”可知，此处指人们帮助他人的感人故事。故选D。
23．选A 根据后文“her to use her baking skill to help the less fortunate”可知，这些善举激发了她用自己的烘焙技术来帮助那些不幸的人。故选A。
24．选B 根据上文“she started making and selling the Bear Cookie”可知，此处指售卖饼干的收入。故选B。
25．选D 根据上文“Global Village for Hope, which is a local non profit organization that has set up more than 100 community”和下文“These projects help to”可知，希望地球村是一个当地的非营利组织，在泰国的村庄建立了100多个社区项目。故选D。
26．选D 根据后文“the less fortunate with money for food ...water”可知，项目通过为穷人提供食物、更好的教育和饮用水来支持他们。故选D。
27．选B 根据后文“almost D|S6,000 from her bake sales”可知，通过售卖饼干筹集到了很多钱。故选B。
28．选B 后文“at times but I find it all really worth it”中but表示转折，说明这项工作有时候累人，但是很值得。故选B。
29．选C 根据后文“tell me that they really enjoy my cookies”可知，顾客喜欢吃她的饼干。故选C。
30．选C 根据后文“extra money on top of what they paid for the”可知，顾客赠送了额外的钱给她，故选C。
31．选D 根据上文“extra money on top of what they paid for the”可知，顾客除了付饼干的钱，还额外给了钱。故选D。
32．选B 根据后文“someone's heart and inspire them to donate too”以及上文顾客多给钱可知，她用饼干打动了别人，激励他们也捐款。故选B。
33．选B 根据后文“a good education”可知，新加坡年轻人接受好的教育，应用receive。故选B。
34．选A 根据后文“believe that every child deserves a proper education”以及她从事售卖饼干捐款可知，她坚信每个孩子都应该受到适当的教育。故选A。
35．选C 根据后文“If I have the ability to help others, why not？”可知，帮助有困难的人属于回馈社会的行为。故选C。
第二节
语篇解读：本文是一篇说明文。文章主要介绍让年轻学生学习了解自己国家的民族文化的重要性，并简单介绍了教师在这一过程中具体可以怎么做的问题。
36．Getting 考查非谓语动词。分析句子结构可知，该句缺主语，故用Getting。
37．If/As/When 考查连接词。根据句意及语境可知，此处可填入If(如果)引导条件状语从句，或填入As/When(当……的时候)引导时间状语从句，故填If/As/When。
38．hopefully 考查副词。分析句子可知，此处应用副词修饰动词be。故填hopefully。
39．to 考查介词。此处为固定短语，lead to “导致”。故填to。
40．happening 考查非谓语动词。根据固定短语stop sth.from doing ...可知，此处应用动名词作宾语，故填happening。
41．who/that 考查定语从句。分析句子结构可知，空处引导限制性定语从句，修饰先行词students，因而使用关系代词who/that引导定语从句。
42．is preserved 考查时态和语态。由上下文可知，应用一般现在时；主语their cultural heritage (他们的文化遗产)得到保护，故用被动语态。
43．their 考查代词。此处为固定搭配，one's own“某人自己的”。故填their。
44．organisation 考查名词。空前为冠词，冠词后应用名词，故填organisation。
45．societies 考查名词复数。分析语境，结合or之前museums的提示可知，这里不是单指一个历史社团，故应使用名词复数形式。
第三部分
第一节(参考范文)
Dear teachers and fellow students，
As the representative of the Students' Union, I, Li Hua, would like to extend our warmest farewell to you as your two week visit to our school comes to an end.
Looking back on the past two weeks, we have witnessed a variety of activities filled with learning, laughter, and cultural exchange.Your presence has enriched our school life immensely, and we are truly grateful for the opportunity to learn from you.Not only has your visit strengthened the bond between our schools, but it has also opened up avenues for future collaborations and exchanges.
In conclusion, we would like to express our heartfelt gratitude to you for choosing our school as your host.
We look forward to welcoming you back to our school in the near future.
Thank you!
第二节(参考范文)
Susan and Mrs Monroe met one day during lunch time.Mrs Monroe was thrilled with the idea, and said she would make sure copies of the letter went home with all the students in the class! Susan burst into tears and held her arms tightly with excitement, “Great! We start right now！” They collected the winter clothing for a few weeks, then were able to take their field trip to two parks in the area to leave the clothes where families who needed them could get them.
Three days after their field trip to the park.Susan and her mom were driving once again.She saw the same family walking together that had given her the idea for Hats in York.This time, though, the family looked nice and warm in some new coats, hats, and gloves.Seeing this, her mom smiled to her, “Sweetie, you did a wonderful job！” Susan felt a warm glow in her heart, and was very glad she could help her community.