英语+答案湖南长沙市第一中学2025-2026学年高三上学期月考试卷（六）(1.20-1.21)

时量：120分钟满分：150分做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。A.£19.15.B.£9.18.A.Choosinghermajo4.WhatarethespeakersmnlytalkB.Dealingwithsensiti5.WhatwillthemanprobablyA.Cleanthetable.B.Helpwithher听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。6.WhatdidBarbarabegintodoA.Dothegardening.B.TidythebA.Barbara'sneighbor.B.Barbara'shusband.8.WhendoestheconvA.Beforeordering.B.9.WhatdoweknowaboutA.IthasaniceenvironmentB.ComplnaboutthemanagB.WhyMeldoesthequaC.WhetherMelisgoodatfiB.Analyzingpersonalpro13.HowcanthewomansolveherA.Byseekingcooperation.B.BychangingA.Apictureofmountns.C.Abiographyofaclimber.A.Nervous.B.Confident.17.WhatmadeTrentspecialamongtheclA.HewasaccompaniedbyhisgranB.Heclimbedsnow-coveredmounC.HewasyoungerthananyotherA.Hetaughtatacollege.B.H20.WhichcountrywasthefirsttointroduA.Japan.B.Australi第二部分阅读(共两节，满分50分)ATheSmartSipisa500mldoubdrinks.Itfeaturesabuilt-intemperaturedisplayandaleak-prooflidTemperatureMonitoring:TheLEDdisplayonthelidshowstheliq0℃to100℃.Itupdatesevery5secondsandautomaticaHeat&ColdRetention(保Leak-ProofDesign:Thefood-gradesiliconesealonthel1LED-displayleakUsageInstructions1.Beforefirstuse,washthecupbodyandlid2.Chargethelidfor2hoursusingthep3.Pourdrinksintothecup(donotfillbeyondthemaxlinemarkedat5.Afteruse,emptythecuppromptly.Forstubbsmallamountofbakingsodatoscrub——Donotputthecupinamicrowaveordishw——Donotusethecupforcarbonateddrinks,aspressuremaybuildupandca——Ifthedisplaymalfunctions,resetitbypressingandholdingthelid'sbuttonfor5seconds.21.WhatisthemnadvantageoftheSmartSipcC.ItcanbeusedinD.Itkeepsdrinksatdesiredtemperat22.WhatshouldyoudoA.UsethesoftbrushtD.Turnonthedisplay23.WherecanyoumostprobablyfinA.Achildren'sstorybook.B.AprodC.Anewsreport.Beitherbeflowersorweeds,”resonateswiththeideathatourmentallandscapeseedsofourthoughtsdeterminethenatureofourlives.ThisconceptsuggeststhatthoughtscansignificantlyimpactourpersonaldeveloOurthoughtsaretheseedsthat,happiness.Conversely,neglectingthecultivationofourthoughtscanleadtoofflureanddespr.Toensureourmindsbearthefruitsofourdlandscape,providingtheidealenvironmentforourambitionstotakerootanTheprincipleofsowingandwhoplantstomatoesexpectstomatoes,weshouldanticipatethattheinyieldacorrespondingharvestinlife.Eachofusholdsthepowertochoosewhichseedstoplant,andthus,responsibilityfortheoutcomeswereaMoreover,theimpactofourthoughtsextendsbeyondperrelationshipsandsocietalcontributions.Kindthoughtsandactionscanfosterharmonynegativethoughtscanleadtoconflictandisolation.Thechoiccanresultinalifeenricheshapeourresilienceinthefaceofadversity,asoptpessimismmayhinderourabilitytovercomofourgoalsanddreams.Thechoiceisours:toplanttheseedsofpotentialortoletthegardeItisthroughthisconsciouscultivationthatwecantransformourmindsagardenbloomingwiththeflowersofsuccessandthefruitsofmeaningfulcontributionstosociety.Thepowertoshapeourdestinylieswithinus,anditbeginswiththethoughtswecho24.Howdoestheauthorillustratetheconceptofmentalpreparationinparagraph1?A.Byrelatingittotheachievementofpersonalgoals.B.Byemphasizingtheimportanceofseedsofthoughts.C.Byassociatingitwiththemanagementofnaturalconditions.D.Bycomparingittotheprocessofgardeningandseednurturing.25.WhatcanweinferfromparA.LifeoutcomesaredeC.CultivatingthoughtsD.Cultivatingthoughtsreliesonlifeoutc26.Whatisthemnideaofparagraph4?A.Thepowerofthoughtsinshapingourlives.B.Theimportanceofpersonalsuccessinsociety.C.Theroleofempathyinbuildingastrongcommunity.D.Theeffectofoptimismonovercominglife'schallenges.27.WhatconclusioncanwedrawfroA.Wecannotchangeourdestiny.C.PersonalgoalsdependonsocCnviewsaphotographofahrysnakeinalabexperiment,scientistsusuallyseemarkefincreasedelectricalactivitydeepinthatpersobviousconclusion?ThePAGcontrolsfight-or-flightresponsesButwhatifbrnsdon'thavededicatedcircuitsforfightingandfleeing?Peopbutisthreatdetectionreallyaprimarymodeofthebrnwithitsownneural(神经的)circuitry?Abodyofwithflight-or-fightcircuits.Actually,brnsoperatemnlybyprediction,notreaction.AllbrnsconstantlyanticipatetheneedsofthebodyandattempttomeetthoseneedsbeforethuncertntytosurviveincircumstancesthatareonlypartiallypredicLikeeveryotheranimal,youhavebasicneeds.Toeat,driyourbrnmustgathermultiplepredictionswithmultipleactionplansandmntnthemforanextendedthroughneuralactivityandotherbrnfunctionUncertntyisanormalcondicoverage,itsometimesbombards(轰炸)us.Ateverymoment,there'sacrisisnaturaldisastersandotherissues.Toomfeelingsdon'temergefromovertaxedfight-or-flightcircuits.Theymayjustmeanyourbrnistryinghartacklesomethinguncert28.Whydoestheauthormentionthec29.Whatdoestheauthorthinkofthefight-or-flightidea?A.Itoverlooksthebrn'spredictivepowB.Itcankeephumans'badmannersincC.Itaccountsforaprimarymodeofthebrn.D.Itbestexplnstheanimals'neurala30.Whatdoestheunderlinedword“imperatives”inparagrapA.Complexinstructions.C.Unpredictablechallenges.D.Repeatedactionsandhabits.31.WhichisthemostsuitablA.Uncertnty:TheBrn'sGreatestChaB.Prediction,NotReactD.InsidethePeriaquDwritingareprecision,clarity,andthesortofconceptualanalysisthatleavesnohrun-sinquiry.Outsideacademicjournals,abstractphilosophicalideasareoftenexpressedtandmusic.Nothingcapturesattentionqstoriesthatengageanddelight,ratherthanlulOneofthegreatthingsaboutthisisthat,unlikefodon'tweartheirmeanithereadertowrestlewConsiderwhatphilosopherstermthemetaphysics(形而上学)ofrace——anareaofphilosophythatexploresthequestionofwhetherraceisreal.Threeprimarypositionscanthinkthataperson'sraceiswrittenintheirgenes(apositionknownas“biconstructionism”).Finally,onemlikedragonsandunicornsthantoThursdaysordollars(“anti-realism”).InBlackNoMore,GeoaBlackscientistnamedCrookmanwhoinfromWhites.ThousandsofAfricanAmericansflocktoCrookman'sBlackNoMoreclinicsandpayhimtheirhard-earnedcashtoundergotWhitesareactuallyawhitershadeofpalethanthosewhowerebornthatway,whichkicksofsunbathingtodarkenone'sskinsoastolookasnarrativestothinkwith,providingvivid,engagingaccesstocomplexabstr32.WhatisacrucialdifferencebetweA.StoriesareintendedtoB.FormalphilosophyavoidsabstractC.StoriesinspireappreciatD.Formalphilosophyexistsinacademicjournalsonly.33.Whichcategorymight“nationalidentity”fallintoaccordingA.Biologicalrealism.B.Anti-realism.C.Socialconstructionism34.WhatmessageisconveyedinthenoA.Raceisactuallyreal.C.Raceisbiologicallyfixed.35.Whatistheauthor'smnpurposeinA.TocriticizephilosophicalwrC.TodetlthreemetaphysiD.Todemonstrateliterature'scaphaverunsimulations(模拟)ofbothsituations.Thenewsisnotgood.Inmanyways,a2-degreerisewouldsimplybe33percentworsethan1.5;itcouldAnyoneoftheseeffectsofclimatechangewillbebadenough.Butnoone'sgoingtosufferfromjusthotdays,orjustfloods,andnothingelse.That'snothowclimatework Sowe'llseecasesofmalariaandotherinsect-bornediseaseswherethey'veneveraHeatstroke(中暑)willbeanothermajorproblem,andit'slcontnonlyacertnamountofwatervapor.Atsomepoican'tabsorbanymore.39Becausethehumanbody'sabilitytocooloffdsweatasitevaporates(蒸发).Ifthercan'tabsorbyoursweat,thenitcan'tcoyousweat.40Yourbodytemperaturestayshigh,andifnothingchanges,youdieofheatstrokewithinhours.C.ButyouwouldfindmoreexampD.There'ssimplynowhereE.Theeffectsofclimatechangeaddup,oneontopoftheother.F.TwiceasmanypeG.Asitgetshotter,forexample,mosquitFacebookfromoneofherstudents.Shedidngirl'sfriendslist41thenamesofdozensofkidsfromherclassroom.Manyofthestudents'Facebookpageswerecompletely42,meaningevenstrangerscould43thekids'per“Isawmiddlefingers,studentsdres“Itwas45.”Whenshebroughtupher46inpostofherown.Withabrightgreenmarkerpen,shewroteonapieceofpaper:“DearFacebook:my12-year-oldstudentsthinkitis‘nobigdeal’thattheyarepostingpicturesofthemsshowthemhow48theirimagescangetaround.”Sheputaskedpeopletoshareit.fewofthemintodeletingtheirpages52,”shesays.Othershaveremoprivacysettingsto5Her54wasn'ttoscarethemoffsocialmediabuttopushthemtobe55ofwhattheypost.Melissasays,“Itellthem,‘Itdoesn'tmeanyouhavetojustbecauseeveryoneelseissharing.’”41.A.requiredB.erased42.A.publicB.famous43.A.watchoverB.searchthrough44.A.properB.polite45.A.inspiring47.A.worriedB.satisfiedC.relieved48.A.urgentlyB.quickly49.A.preventedB.kep52.A.onlyB.completely53.A.display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。Embroidery,aprecioustravariousstylesacrossdifferentregioembroideryfamousforitsvividThecreationofembroideryrequiresgreatpreparationandpatience.Craftsmenusuallystartwithselectinghigh-qualitysilk58cotTheythensketchthedesiredpatternsonthefabricwithlightstrokes,eNext60(come)thecoredesignrequirements.Inthepast,embroiderywasmnlyinheritingit63(keep)thean 64animportantpartofChineseculturalheritage,embroideryreflectsthewisdomandaestheticpuroftheChinesenation.Itnotonlyrecordsthechangesoftimgenerationtogeneration,65makesitanindispensabletreasureinthetreasurehouseofworldcultur第四部分写作(共两节，满分40分)第一节(满分15分)假定你是李华，你校英文报就“是否应在课堂上全面使用平板电脑”公开征稿。请你写一篇短文投稿，内容需(2)阐述具体理由(至少两点)。(1)写作词数应为80个左右；(2)请按如下格式在答题卡的相应位置作答。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。ItwasacoldDecember.MPittLakefiveyearsearlier.BecauseDadhadnopensionorbenefits,theLookingback,IrealizewhatMumwentthroughsendinguskidstoschool.Evetuckanewpieceofcardboardinourshoesbecauseoursoles(鞋底)werewornotypicalformyfamilywas$25amonth,butMumcouldn'tpayit,andwTheholidayswerefastapproAninspectorcametoourgoingtousethemoneytopayourrent.Thatwaywe'dhavearoofoverourheadsfoThenshetoldustherewouldbenoChristmaenoughmoneytobuyanewprofboots——bootswithnocardboardinthesoles.Theywereten-inch,Christmasgoodies.Ialsoknewwewouldhaven(1)续写词数应为150个左右；(2)请按如下格式在答题卡的相应位置作答。AsIcontinuedwalking,Ibegantothinkthebootscouldwt.Thebusdroveoffwithoutme.123456789AACCBABBCAACBABCCBCBDABDCABDABBCCDDFEGBDCABDCBABDCABCDA21.D。根据原文KeyFunctions中的“Heat&ColdRetentiohoursandcolddrinkscoolforupto24hours.”可知,这款水杯的核心优势是能长时间维持饮品的温度。A选项“快速加热饮品”在23.B。本文全文围绕SmartSip便携weeds”开篇，将人的心灵比作花园，思想比作种子，通过和园艺耕种的类比，阐释了思想对人生的影响以及用心培育思想的25.C。根据第三段核心内容“theintentionalcultivationofourthoughtswillyieldacorrespondingharvestinpowertochoosewhichseedstoplant,andthus,theresp原文强调的是思想耕耘的作用，而非欲望的直接影响；D选项“培养思想依赖于人生结果”逻辑颠倒，原文26.A。第四段首句“Moreover,theimpactofourthoughtsextendsbeyondpersonalsuccess;theyalsoinflsocietalcontributions.27.B。根据最后一段中的“Byselectingandnurturingpositivethoughts,andbypreparingthecondliferichwiththefulfillmentofourgoalsanddream28.D。首段描述了人类看蛇的照片和老鼠闻到猫味时，PAG脑区都有类似的活动。随后作者提问：“What’stheobviousconclusion?”并自行给出答案:“ThePAGcontrolsfight-or-flightrespon的(obvious)结论或流行解释，为下文对其进行29.A。作者在第二段直接对此观点提出质疑:“Butwhatifbrnsdon'thavededicatedcircuitsforfightingandfleeing?”并紧接着提出自己的核心观点:“Actually,brnsoperatemnlybyprediction,notreaction.”这表明作者认为传统观点needs”(吃喝)并列,由“and”连接,语义31.B。文章的核心论点在第二段明确提出:“Actually,brnsoperatemnlybyprediction,notreaction.”全文围绕此展开32.C。文中第三段指出“stories…requireinterpretation,andoftenexpressc解读并且常常表达出相互矛盾的观点，供读者绞尽脑汁地去思考、反复推敲)”，这与哲学追求“clarity(清晰)”和“precision(精确)”形成对比，这体现了故事能激发理解与批判性思维的特点。故选C。33.C。第四段将“socialconstructicurrencies(像工作日或货币一样被社会建构的概念)”。“nationalidentity”是基于历史民族认同，与之性质相同，而非由基因决定(biologicalrealism)或完全虚幻(anti-r34.D。小说情节中，种族身份通过社会性医疗手段改变，且“Whiteracistscannolongerdistinguishthosepeoplewhoare‘really’WhitefromthosewhomerelyappeartobeWhite.(白人种族主义者无法再区分谁‘真的’是白人，谁仅仅看起来是白人。)”直接表明“socialviews”会塑造种族的概念，而非基因固定或完全不存在。这完美契合社会建构主义的观点。故选D。35.D。本文通过对比，论证故事是探索哲学的有效载体。开篇指出哲学表达的另一途径是“literature,cinema,andmusic”,结尾总结此类故事“breathevitalityintomoretechnicalphilosophicalworks”并提供“engagingaccesstocomplexabstractdebates”。故选D。【语篇导读】本文为科普说明文，聚焦全球升温1.5℃与2℃的差异及其引发的多重叠加效应，通过具体实例与生理机制分析，揭示了小幅温差可能导致的非线性、系统性风险。36.F。空前提到“升温2度的影响并非仅比1.5度时严重33%，而可能是严重100%”，并举例热带地区的玉米减产幅度会翻倍。F项“难以获得清洁用水的人数将增加一倍”与前文数据呼应，且与后文“热带地区的玉米减产幅度会翻倍”形成并列，共同支撑“影响成倍增加”的观点。37.E。前一句强调气候变化的影响不会是单一的(“不会只遭遇高温或洪水”)，后文以蚊虫滋生、中暑为例说明多种影响并存。E项“气候变化的影响会相互叠加”承上启下，既解释了前文“不会只受一种影响”的原因，也引出了后文对叠加影响的具体说明。38.G。根据后句中的“they’llmovefromareasthatdryouttoonesthatbecomemorehumid”可知，大气升温将导致蚊子迁徙到新的地方。G项中的newplaces也就是后文中的ones(places)thatbecomemorehumid。39.B。前文提到空气含水量存在上限，后文详细解释人体散热依赖汗液蒸发。B项“这为什么重要呢?”作为设问句，将前文的物理现象(空气饱和)与后文的生理影响(人体散热机制)紧密连接，引发读者对后续关键解释的关注。40.D。前句指出若空气无法吸收汗液，人体就无法降温。D项“你的汗液根本无处可去”是对这一困境的形象概括，与后文“体温持续升高，可能导致中暑死亡”构成连贯的因果链条，且“nowhereforyousweattogo”与前文“can’tabsorbyoursweat”语义对应。【语篇导读】本文围绕数字时代的网络隐私教育与青少年媒介素养展开，通过一位老师发现学生在社交媒体上公开不当内容后，采取创造性方式引导学生认识网络信息传播的永久性与公共性的真实故事。41.C。句意为“快速浏览该女孩的好友列表显示(revealed)了她班上几十个孩子的名字”。老师通过浏览发现了学生名单，因此“揭示、显示”最符合语境。required(要求)、erased(擦除)、spotted的主语应该为人，均不符合要求。42.A。后文提到“即使是陌生人也能查看孩子的私人照片和信息”，说明这些页面是完全公开的(completelypublic)。famous(著名的)、secret(秘密的)、unknown(未知的)均与“陌生人可查看”的语境不符。43.B。陌生人能够搜索查看(searchthrough)孩子的照片和信息。watchover(看守)、holdback(抑制)、handin(上交)均不符合“浏览网络内容”的语义。44.D。前文提到学生比中指、穿着不当，因此语言也应是粗鲁的(rude)。proper(恰当的)、polite(礼貌的)、simple(简单的)均与前后文描述的负面行为不一致。45.C。老师看到这些内容后的感受应该是觉得这个现象令人不安(disturbing)。inspiring(鼓舞人心的)、comforting(令人安慰的)、exciting(令人兴奋的)均不符合老师担忧、震惊的情绪。46.B。老师在课堂上提出的是她的发现(discovery)，即学生公开不当内容的事实。result(结果)、suggestion(建议)、wish(愿望)均与“把看到的情况告诉学生”不符。47.A。学生对老师的发现并不担心(notworriedatall)，与后文他们觉得“没什么大不了”的态度一致。satisfied(满意的)、relieved(感到宽慰的)、disappointed(失望的)均49.D。八小时后老师删除了(deleted)这条帖子，但帖子仍在传播。prevented(阻止)、k50.C。老师想告诉学生，信息一旦上传至网上就是永久存在(forever)的。fast(快)、ea51.A。老师在课堂上解释她这次尝试(experiment)的结果，即发帖引发广泛传播的教育行动。lesson(课程)、study(研究)、52.B。有些学生被吓得完全(completely)删除了他们的页面。only(仅仅)、recently(最近)53.C。其他学生则利用隐私设置来管理(manage)他们的54.D。老师的意图(intention)不是吓唬学生远离社交媒体，而是引导他们注意所发内容。application(申请)、question(问题)、55.A。老师希望推动学生对所发内容多加留意(bemindfulof)。fearful(害怕的)、hopefu为主动关系，故用现在分词Originating作状语，表“起源于”。process为单数，结合第二段整体用一般现在时可知，此处应用一般现在时。故填com61.artistic。考查形容词。此处修饰名词expression(表达),需用名词art的形容词形式artistic,表“艺术的表63.tokeep。考查非谓语动词。此处64.As。考查介词。此处表示“作为中国文化遗产的重要组成部分”;as作介词时可表“作为”,句首首字母大写，故填As。65.which。考查定语从句。引导非限制性定语从句，指代前文“Itnotonlyrecords...fromgene【参考范文1】firmlysupportthefullintegrationoftabletsintoourclassTobeginwith,tabletsserveaspowerfulintelessonscantransformfrompassivelisteningintoengagingexplorations,makvaluabletimeandreducepaperwaste,allowingustofocusmoreoncriticalthinInconclusion,whenusedresponsibly,tabletsarenotdistracti【参考范文2】oftheirfulladoptioninclassroomsoutweighthebenefits.problems,suchasdigitaleyestmightweakenourfundamentalskills,likehandwritingandsustnedreadingonTherefore,Ibelieveweshouldpriorcarefullyregulatedsuppl第二节【参考范文1】AsIcontinuedwalking,Ibegantothinkthebootscouldwt.TheimageofourshabbyhouseandMum'sworriedexpressionkeptflashinginmymind,ThebootsIhadbeenlongingforsuddenlyseemedlsmallpresents-formyfamily.TheideaofmakingmyfamilysmileovershadowedmydesirefortThebusdroveoffwithoutme.Istoodalone,astrangesenseofreliefwashingeverme.Iquicklymademywaytoadiscountstore.Ipickedoutsometwinklinglights,asmall,artificialChristmastreehome,Mumwasinthekitchhuggedmetightly,andIfeltalumpIhadmadetherightchoice.【参考范文2】AsIcontinuedwalking,Ibegantothinkthebootscouldwt.HowwasIsupposedtobehappyifeveryoneelsethefamilywasnot?Atthethoughtofmyfamily,IfoundtheideaofbuyingthebeautifulbootsIhadwantedforsolongfarlessappealing.AsIreachedthebusstop,thedriveropenedthedooseemedlikeacentury,untilfinallythedrivehesitation,“No,thanks.”Thebusdroveoffwithoutme.Istoodalone,feelingasifaweighthadbeenliftedoffmyshoulders.IknewwhatIhadtodonext.AcrossthestreetfromthebutheChristmasdecorations.IspenteverycoinofmyhnotwttoseeMum'sface!WhenMumopenedthedoor,andsawmeretustunnedtospeak.Holdingbackthetears,Iexclmedexcitedly,“MerryChristmas,Mum!”【各档次的给分范围和要求】档次描述第五档(21~25分)*与所给短文融合度高，与所提供各段落开头语衔接合理；*内容丰富，故事发展合理、逻辑性强，续写完整，符合写作目的与情境；*所使用语法结构和词汇多样、准确和恰当，可能有个别错误，但完全不影响意义表达；*有效地使用了语句间的连接手段，结构清晰，意义连贯。第四档(16~20分)*与所给短文融合度较高，与所提供各段落开头语衔接较为合理；*内容比较丰富，故事发展比较合理、有逻辑性，续写比较完整，比较符合写作目的与情境；*所使用语法结构和词汇较为丰富、准确，可能有些许错误，但完全不影响意义表达；*比较有效地使用了语句间的连接手段，结构比较清晰，意义比较连贯。第三档(11~15分)*与所给短文关系较为密切，与所提供各段落开头语有一定程度的衔接；*写出了若干有关内容，故事发展有合理之处、有一定的逻辑性，续写基本完整，基本符合写作*应用的语法结构和词汇能满足任务的要求，虽有一些错误，但不影响意义的表达；*应用简单的语句间的连接手段，结构基本清晰，意义基本连贯。档次描述第二档(6~10分)*与所给短文有一定的关系，与所提供各段落开头语有一定程度的衔接；*写出了一些有关内容，故事发展不太合理、逻辑性差，不太符合写作目的与情境；*语法结构单调，词汇项目有限，错误较多，影响了意义的表达；*较少使用语句间的连接手段，全文结构不够清晰，意义不够连贯。第一档(1~5分)*与所给短文和开头语的衔接较差；*产出无关内容太多，故事发展不合理、不合逻辑，续写不完整，不符合写作目的与情境；*语法结构单调、词汇项目很有限，错误很多，严重影响了意义的表达；*缺乏语句间的连接手段，全文结构不清晰，意义不连贯。未能传达给读者任何信息：内容太少，无法评判；所写内容均与所要求内容无关或所写内容无W:CheckingmycollegeapplicationM:IsengineeringstillyouW:Yeah.IwasthinkingofstudyingcoM:Yes,I'mlookingtoreplacewheels.W:AndhowlongwillyouM:I'mleavingnextweekforthetripandIstiW:Well,youknowIamsensitivhotel.W:I'vebeentryingtodeleteatablefrommM:I'llfixitforyou,ifyouagreetohelpmewiththeshoppiM:HiBarbara,how'sthenewhououtside,plantingflowersandM: