Thefashion industry blatantly pays attention to plus-size women. A good fitis everything,stylists often counsel, but in assessing its market America'sfashion business appears to have mislaid the measuring tape. A frequently-citedstudy done a few years ago by Plunkett Research, a market-research firm, foundthat 67% of American women were “plus-size”, meaning size 14 or larger.
Thatfigure will not have changed much, but in 2016, only 18% of clothing sold wasplus-size,according to NPD Group, another research firm.
Designersand retailers have long thought of the plus-size segment as high-risk.Predicting what these customers will buy can be difficult, as they tend to bemore cautious about styles. Making larger clothes is more expensive; highercosts for fabric cannot always be passed on to consumers.In turn, plus-sizewomen shopped less because the industry was not serving them well. “We have moneybut nowhere to spend it,” says Kristine Thompson, who runs a blog called TrendyCurvy and has nearly 150000 followers on Instagram, a social-media site.
At last,that is changing. Fast-fashion brands, including Forever 21 and a fashion linesold in partnership with Target, a giant retailer, have expanded theirplus-size collections. Lane Bryant, a plus-size retailer, and Prabal Garung, adesigner, have done the same. In March, Nike extended its“X-sized”sportswear range. Revenue in the plus-size category increased by 14%between 2013 and2016, compared with growth of 7% for all apparel.
Socialmedia has played an important role in changing attitudes in the fashionbusiness, says Madeline Jones, editor and co-founder of PLUS Model Magazine.Nonetheless, designer brands still hold back (Walmart sells the most plus-sizeapparel). Some brands, such as Michael Kors, do sell plus-size ranges but donot advertise them or display them on websites. Gwynnie Bee, Stitch Fix and Dia&Co,for example, share information with designers on preferred styles and fits.Tracy Reese,a designer known for creating Michelle Obama's dress for theDemocratic National Convention in2012, is one brand that recently enlistedGwynnie Bee's help to create a new plus-size collection.Gwynnie Bee promptedthe label to create bigger patterns and more appealing designs.
Not allplus-size shoppers are convinced. Laura Fuentes, a hairstylist from Abilene,Texas, says that many upmarket department stores still keep their plus-sizeclothing sections poorly organized,badly stocked and dimly lit, if they stocklarger clothes at all. Yet such complaints should be taken with a pinch ofsalt, says Ms. Thompson. "We're nowhere near where we should be but we'vemade progress," she says.
What is the meaning of the underlined word in the first paragraph?
Theway people work has changed. The increasing use of technology presents new and
continualchallenges to small and large businesses, employees and managers, teachers andstudents.Everyone, it seems, is being affected by the technological revolution.Store clerks, for example, now use increasingly complex computerized cash registers,while university professors must learn to adapt their teaching skills in orderto lead distance learning course.
Intoday's world, training and learning do not stop when we finish school; theymust now continue throughout our working lives. In the year 2010, the Hong Konggovernment conducted a survey on the employment concerns and training needs ofits workforce. For many managers and other professionals the biggest challenge,as well as change, in the workplace, was the increased use of computers andcomputerized machinery or equipment. Between 2008 and 2010, the need forexperienced employees who could use this kind of equipment rose drastically.Many of those in the workplace at this time experienced changes in jobrequirements and had to attend job-related training or re-training courses.
Thechanging work environment is also affecting education and how we learn. InFinland,a report on strategies for education and training in the informationage discussed the changing roles of both teacher and student. With theincreased use of technology and the growth of distance learning, the teacherhas become more of a tutor who guides a student, rather than a lecturer. Inturn,the student has to take more responsibility for his or her learning in theabsence of direct teacher
contact.The report also stressed that high school and university students should learncomputer skills in order to cope with the demands of the future workplace.
TheFinnish report also highlighted the need for teacher training, and re-training,and suggested that the salaries and job descriptions of teachers be reviewedbecause of future demands expected in their jobs. Previously universityprofessors may have held lectures between the weekday hours of 9:00 A.M. and5:00 P.M. in large halls filled with students. Now, they may spend part oftheir day lecturing larger groups of students on campus, and then conductafternoon or evening classes online,
withstudents in five different countries.
Astechnologies grow and develop, ongoing training will continue to be necessary.To be successful in the workplace, people will not stop learning when theyleave school--lifelong learning will become a way of life.
Which of the following can't be used to take the place of the underlined word “highlighted”inParagraph 4?
When Itold my family that I was thinking of taking a cooking job, the roars oflaughter were rather discouraging. No one believed that I could cook at all asI had never had a chance to practice at home. Our cook had ruled in the kitchenfor thirty years and had an annoying tendency to regard the saucepans, stoveand all the kitchen fittings as her own property.
I oncecrept down there when I thought she was asleep in her room to try out anomelette.Noiselessly I removed a frying pan from its hook and the eggs fromtheir cupboard. It was the pop of the gas that woke her, I think, for I wasjust breaking the first egg when a pair of slippered feet moved round the doorand a shriek of horror caused me to break the egg on the floor. Thisdisaster,together with the fact that I was using her very special beloved andcared-for frying pan, upset her so much that she locked herself in thestoreroom with all the food and we had to make our Sunday dinner of bananas.
If thefamily weren't going to be helpful, I would look for a job all by myself andnot tell them about it till I'd got one. I had seen an agency in a local paper,so as soon as there was no one about to say “where are you going?” I rushed outof the house in search of it.
I sat onthe edge of a chair and could see my nose shining out of the corner of my eye.I thought perhaps it was a good thing; it might look more earnest. The woman atthe desk examined me through her glasses. Having asked me a few questions, shetold me that it would be difficult to get a job without experience. “But,” shesaid, “I've got someone who needs a cook badly.”She wrote down a number, and myspirits went up as I took the slip of paper she held out to me, saying, “Ring upthis lady. She wants a cook. You would have to start tomorrow by cooking dinnerfor ten people.Could you manage that?”“Oh, yes,” said I never having cooked for morethan four in my life.
According to the passage, as the author sat in the room of the agency,_______.
Peopleoften complained about not getting "a good night's sleep", but sleeppattems differ from person to person. Most adults require six to eight hours ofsleep to function well, while others survive on only a few hours. Still, mostpeople today think of sleep as one continuous period of downtime. This is notthe way people used to sleep. According to researchers in earlier times, peopledivided sleep by first sleep a few hours, waking up, then going back to sleep.
Beforethe 18th century, people had no gas or electricity in their homes. Fire,candles, or oil lamps were the common forms of lighting. This lack ofartificial lighting in homes contributed to people's sleep patterns. It madesense for people to go to bed early. If you live in this time period,you mightbe a hard-working farmer, and you would come home, eat and quickly fall intobed exhausted. You would probably go to sleep at 9:00 or 10:00 P.M. In thisfirst period of sleep---called
firstsleep--you would typically sleep until midnight or shortly afterwards. Halfwaythrough the night during a period some call the watch, or watching period. Whenyou came out of first sleep, you would stay in bed and relax quietly. You mighttalk with a bedfellow,meditate on the day's events or the meaning of a dream,or just let your mind wander. If you enjoyed writing or drawing, you might getout of bed to write a poem or story or draw a picture.
Then youwould start to feel sleepy, so would return to bed and fall asleep again foryour second sleep. This period would continue until early morning when daylightarrived. Again, with no artificial lighting in homes, people naturally woke upearly to take advantage of sunlight.
Today,human may consider divided sleep a strange habit, but sleep researchers saythat it is actually a more natural sleep pattem. Dr. Thomas Wehr of the U.S.National Institute of Mental Health has studied human sleep. He thinks thatmodem sleep problems occur because the orderly,natural way of sleep is breakingthrough the more recent continuous sleep pattem. Wehr and other scientistsbelieve that artificial lighting has altered the way people sleep. In aresearch study, he
asked 15adults to rest and sleep in darkness for 14 hours (from 6:00 P.M. to 8:00A.M.). At first,the subjects took a few hours to get to sleep, and then slept11 hours a night. Then overtime, they switched to divided sleep. They fellasleep for about 3 or 5 hours in the evening, stay awake for an
hour oftwo, and then slept again for four hours till early morning.
Unlikethe people in the study, we modem humans generally do not practice dividedsleep.However, many of us have the experience of waking up in the middle of thenight. We usually consider this a sleeping "problem", but perhaps weshould look at it as natural behavior. Divided sleep may be the way we shouldall be sleeping. A first sleep followed by a relaxation period and a secondperiod of sleep could help all of us to beat the stress of our fast-pacedlives.
Whatis the main purpose of Paragraph 2-4?
Tolive in the United States today is to gain an appreciation for Dahrendorf'sassertion that social change exists everywhere. Technology, the application ofknowledge for practical ends, is a major source of social change.
Yet wewould do well to remind ourselves that technology is a human creation; it doesnot exist naturally. A spear or a robot is as much a cultural as a physicalobject. Until humans use a spear to hunt game or a robot to produce machineparts, neither is much more than a solid mass of matter.For a bird looking foran object on which to rest, a spear or robot serves the purpose equally well.
Theexplosion of the Challenger space shuttle and the Russian nuclear accident atChernobyl drive home the human quality of technology; they provide cases inwhich well-planned systems suddenly went haywire and there was no ready hand toset them right. Since technology is a human creation,we are responsible forwhat is done with it. Pessimists worry that we will use our technology eventuallyto blow our world and ourselves to pieces. But they have been saying this fordecades,and so far we have managed to survive and even flourish. Whether wewill continue to do so in the years ahead remains uncertain. Clearly, theimpact of technology on our lives deserves a closer examination.
Fewtechnological developments have had a greater impact on our lives than thecomputer revolution. Scientists and engineers have designed specializedmachines that can do the tasks that once only people could do. There are thosewho assert that the switch to an information-based economy is in the same campas other great historical milestones, particularly the Industrial Revolution.Yet when we ask why the Industrial Revolution was a revolution, we find that itwas not the machines. The primary reason why it was revolutionary is that itled to great social change.
It gaverise to mass production and, through mass production, to a society in whichwealth was not confined to the few.
Insomewhat similar fashion, computers promise to revolutionize the structure ofAmerican life, particularly as they free the human mind and open newpossibilities in knowledge and communication. The Industrial Revolutionsupplemented and replaced the muscles of humans and animals by mechanicalmethods. The computer extends this development to supplement and replace someaspects of the mind of human beings by electronic methods. And it's thecapacity of the computer for solving problems and making decisions thatrepresents its greatest potential and that poses the greatest difficulties inpredicting the impact on society.
According to the passage, when will a spear or a robot has the quality oftechnology?
Consumersare being confused and misled by the hodge-podge of environmental claims made byhousehold products, according to a "green labeling" study publishedby Consumers International Friday.
Among the report's more outrageous findings, aGerman fertilizer described itself as"earthworm friendly" ; a brandof flour said it was "non-pollufing" and a British toilet paper claimedto be "environmentally friendlier" .
The study was written and researched by Britain'sNational Consumer Council (NCC) for lobby group Consumer International. It wasfunded by the German and Dutch governments and the European Commission.
"While many good and useful claims are beingmade, it is clear there is a long way to go in ensuring shoppers are adequatelyinformed about the environmental impact of products they buy,"saidConsumers International director Anna Fielder.
The 10-country study surveyed product packaging inBritain, Western Europe, Scandinavia and the United States. It found thatproducts sold in Germany and the United Kingdom made the most environmentalclaims on average.
The report focused on claims made by specificproducts, such as detergent insect sprays and by some garden products. It didnot test the claims, but compared them to labeling guidelines set by the InternationalStandards Organization (ISO) in September,1999.
Researchers documented claims of environmentalfriendliness made by about 2000 products and found many too vague or toomisleading to meet ISO standards.
"Many products had specially-designed labels tomake them seem environmentally friendly,but in fact many of these symbols meannothing," said report researcher Philip Page."Laundry detergents madethe most number of claims with 158. Household cleaners were second with 145separate claims, while paints were third on our list with 73. The high numbers showhow very confusing it must be for consumers to sort the true from themisleading." he said.
The ISO labeling standards ban vague or misleadingclaims on product packaging, because terms such as "environmentallyfriendly" and "non-polluting" cannot be verified. "What weare now pushing for is to have multinational corporations meet the standardsset by the ISO." said Page.
As indicated in this passage, with so many goodclaims, the consumers_______.
The brainis truly a marvel. A seemingly endless library, whose shelves house our mostprecious memories as well as our lifetime's knowledge. But is there a pointwhere it reaches capacity? In other words, can the brain be “full” ?
Theanswer is a resounding no, because, well, brains are more sophisticated thanthat. A study published in Nature Neuroscience earlier this year shows thatinstead of just crowding in, old information is sometimes pushed out of thebrain for new memories to form.
Previousbehavioral studies have shown that learning new information can lead toforgetting.But in this study, researchers used new neuroimaging techniques todemonstrate for the first time how this effect occurs in the brain.
Thepaper's authors set out to investigate what happens in the brain when we try toremember information that's very similar to what we already know. This isimportant because similar information is more likely to interfere with existingknowledge, and it's the stuff that crowds without being useful.
To dothis, they examined how brain activity changes when we try to remember a “target”memory,that is, when we try to recall something very specific, at the same time astrying to remember something similar (a “competing” memory). Participants weretaught to associate a single word (say, the word sand) with two differentimages--such as one of Marilyn Monroe and the other of a hat.
Theyfound that as the target memory was recalled more often, brain activity for itincreased.Meanwhile, brain activity for the competing memory simultaneouslyweakened. This change was most prominent in regions near the front of thebrain, such as the prefrontal cortex, rather than key memory structures in themiddle of the brain, such as the hippocampus, which is traditionally associatedwith memory loss.
Theprefrontal cortex is involved in a range of complex cognitive processes, suchas planning,decision making, and selective retrieval of memory. Extensiveresearch shows this part of the brain works in combination with the hippocampusto retrieve specific memories.
If thehippocampus is the search engine, the prefrontal cortex is the filterdetermining which memory is the most relevant. This suggests that storinginformation alone is not enough for a good memory. The brain also needs to beable to access the relevant information without being distracted by similarcompeting pieces of information.
In dailylife, forgetting actually has clear advantages. Imagine, for instance, that youlost your bank card. The new card you receive will come with a new personalidentification number (PIN).
Researchin this field suggests that each time you remember the new PIN, you graduallyforget the old one: This process improves access to relevant information,without old memories interfering.
When weacquire new information, the brain automatically tries to incorporate it within
existinginformation by forming associations. And when we retrieve information, both thedesired and associated but irrelevant information is recalled.
Themajority of previous research has focused on how we learn and remember new information.But current studies are beginning to place greater emphasis on the conditionsunder which we forget, as its importance begins to be more appreciated.
According to the passage, why can't our brain be“full” ?
Formost American kids, it wouldn't be Halloween without trick-or-treating forcandy;however, that wasn't always the case. When the custom oftrick-or-treating started in the 1930s and early 1940s, children were giveneverything from homemade cookies and pieces of cake to fruit,nuts, coins andtoys. In the 1950s, candy manufacturers began to get in on the act and promotetheir products for Halloween, and as trick-or-treating became more popular,candy was increasingly regarded as an affordable, convenient offering. Itwasn't until the 1970s, though, that wrapped,factory-made candy was viewed asthe only acceptable thing to hand out to all the little ghosts and goblins thatshowed up on people's doorsteps. A key reason for this was safety, as parentsfeared that real-life boogeymen might tamper with goodies that weren'tstore-bought and sealed.
Today,when it comes to Halloween candy, a number of the most popular brands areenduring classics. For example, the first Hershey's Milk Chocolate bar wasproduced in 1900 and Hershey's Kisses made their debut in 1907. Company founderMilton Hershey was a pioneer in the mass-production of milk chocolate andturned what previously had been a luxury item for the well-to-do into somethingaffordable for average Americans. In the early 1900s, he also built an entire town,Hershey, Pennsylvania, around his chocolate factory. In 1917, Harry BumettReese moved to Hershey, where he was a dairyman for the chocolate company andlater worked at its factory.Inspired by Milton Hershey's success, Reese, whoeventually had 16 children, began making candies in his basement. In themid-1920s, he built a factory of his own and produced an assortment of candies,including peanut butter cups, which he invented in 1928 and made with Hershey'schocolate. During World War II, a shortage of ingredients led Reese to pull theplug on his other candies and focus on his most popular producter, peanutbutter cups. In 1963, Hershey acquired the H.B Reese Candy Company.
In 1923,a struggling, Minnesota-born candy maker, Frank Mars, launched the Milky Way bar,which became a best-seller. In 1930, he introduced the Snickers bar, reportedlynamed for his favorite horse, followed in 1932 by the 3 Musketeers bar. Frank'sson Forrest eventually joined the company, only to leave after a falling outwith his father. Forrest Mars relocated to England, where he created the Marsbar in the early 1930s. In 1941, he launched M&Ms. Mars anticipated that WorldWar II would produce a cocoa shortage, so he partnered with Bruce Murrie, sonof a Hershey executive, in order to have access to a sufficient supply ofingredients; the candy's name stands for Mars and Murrie.
Anothercrowd-pleasing Halloween candy, the Kit Kat bar, was first sold in England in1935as a Rowntree's Chocolate Crisp and in 1937 was rechristened the Kit KatChocolate Crisp. The name is said to be derived from a London literary andpolitical group, the Kit-Cat (or Kit Kat) club,established in the late 17thcentury. The group's moniker is thought to be an abbreviation of the name ofthe man who owned the shop where the group originally gathered. Since 1988, thebrand has been owned by Nestle, maker of another perennial trick-or-treatfavorite, the Nestle Crunch bar,which debuted in the late 1930s.
What are the main features of Halloween candy in the 1970s?
阅读Passage l，完成问题。
Passage 1
In recent years, however, society has come to understand the limitations of schools that merely sort and rank students. We have discovered that students in the bottom one-third to one-half of the rank order —plus all who drop out before being ranked--fail to develop the foundational reading, writing, and mathematical proficiencies needed to survive in, let alone contribute to, an increasingly technically complex and ethnically diverse culture. So today, in asking schools to leave no child behind, society is asking that educators raise up the bottom of the rank-order distribution to a specified level of competence. We call those expectations our"academic achievement standards". Every state has them, and, as a matter of public policy, schools are to be held accountable for making sure that all students meet them.
To be clear, the mission of sorting has not been eliminated from the schooling process. For the foresee-able future, students will still be ranked at the end of high school. However, society now dictates that such a celebration of differences in amount learned must start at a certain minimum level of achievement for all.
The implications of this change in mission for the role of assessment are profound. Assessment and grad-ing procedures designed to permit only a few students to succeed ( those at the top of the rank-order distribu-tion) must now be revised to permit the possibility that all students could succeed at some appropriate level.
Furthermore, procedures that permitted( perhaps even encouraged)some students to give up in hopelessness and to stop trying must now be replaced by others that promote hope and continuous effort. In short, the entire emotional environment surrounding the prospect of being evaluated must change, especially for perennial low achievers.
The students' mission is no longer merely to beat other students in the achievement race. At least part of their goal must be to become competent. Teachers must believe that all students can achieve a certain level of academic success, must bring all of their students to believe this of themselves, must accommodate the fact that students learn at different rates by making use of differentiated instruction, and must guide all students toward the attainment of standards.
The driving dynamic force for students cannot merely be competition for an artificial scarcity of success.
Because all students can and must succeed in meeting standards, cooperation and collaboration must come into play. The driving forces must be confidence, optimism, and persistence--for all, not just for some. All students must come to believe that they can succeed at learning if they try. They must have continuous access to evidence of what they believe to be credible academic success, however small. This new understanding has spawned increased interest in formative assessment in recent years.
Which of the following would happen due to the change in mission for the role of assessment?
阅读Passage 2，完成问题。
Passage 2
The subject of ballads, books and films, Robin Hood has proven to be one of popular culture's most en-during folk heroes. Over the course of 700 years, the outlaw from Nottinghamshire who robs the rich to give to the poor has emerged as one of the most enduring folk heroes in popular culture--and one of the most versa-tile. But how has the legend of Sherwood Forest's merry outlaws evolved over time7 Did a real Robin Hood inspire these classic tales?
Beginning in the lSth century and perhaps even earlier,Christian revelers in certain parts of England celebrated May Day with plays and games involving a Robin Hood figure with near-religious significance. In the 19th century,writer-illustrators like Howard Pyle adapted the traditional tales for children, popularizing them in the United States and around the world. More recently, bringing Robin to the silver screen has be-come a rite of passage for directors ranging from Michael Curtiz and Ridley Scott to Terry Gilliam and Mel Brooks.
Throughout Robin's existence, writers, performers and filmmakers have probed their imaginations for new incarnations that resonate with their respective audiences. In 14th-century England,where agrarian discontent had begun to chip away at the feudal system, he appears as an anti-establishment rebel who murders govern-ment agents and wealthy landowners. Later variations from times of less social upheaval dispense with the gore and cast Robin as a dispossessed aristocrat with a heart of gold and a love interest, Maid Marian.
Academics, meanwhile, have combed the historical record for evidence of a real Robin Hood. English le-gal records suggest that, as early as the 13th century, "Robehod," "Rabunhod" and other variations had be-come common epithets for criminals. But what had inspired these nicknames:a fictional tale, an infamous bandit or an amalgam of both? The first literary references to Robin Hood appear in a series of 14th- and 15th-century ballads about a violent yeoman who lived in Sherwood Forest with his men and frequently clashed with the Sheriff of Nottingham. Rather than a peasant, knight or fallen noble, as in later versions, the protagonist of these medieval stories is a commoner. Little John and Will Scarlet are part of this Robin's"merry" crew--meaning, at the time, an outlaw's gang--but Maid Marian, Friar Tuck and Alan-a-Dale would not enter the legend until later, possibly as part of the May Day rituals.
While most contemporary scholars have failed to turn up solid clues, medieval chroniclers took for gran-ted that a historical Robin Hood lived and breathed during the 12th or 13th century. The details of their ac- counts vary widely, however, placing him in conflicting regions and eras. Not until John Major's History of Greater Britain( 1521 ) ,for example, is he depicted as a follower of King Richard ,one of his defining charac-teristics in modern times.
We may never know for sure whether Robin Hood ever existed outside the verses of ballads and pages of books. And even if we did, fans, young and old, would still surely flock to England's Nottinghamshire region for a tour of the legend's alleged former hangouts, from centuries-old pubs to the Major Oak in Sherwood Forest. What we do know is that the notion of a brave rebel who lives on the outskirts of society, fighting injustice and oppression with his band of companions, has universal appeal--whether he's played by Erroll Flynn,Russell Crowe or even,as on a 1979 episode of "The Muppet Show," Kermit the Frog.
Which of the following is true about Maid Marian according to the passage?
以下片段为某听力课堂教学实录，听力材料与广播相关。
1．教师以问题“What information can we get on the radio?”来激活学生有关radi0的信息。在师生互动中，教师让学生进一步感知、认识、熟读、记忆生词newspaper,reporter,latest，score等；然后要求学生把屏幕上给出的词(1atest，newspaper,rain，report，result，score，sunny,Win)分为news，sport，weather三类，如与sport相关的词汇为result，score，win。
2．教师在大屏幕上给出五个问题，让学生快速读题，抓住问题中的关键词latest，score，weather,iobs，并根据问题预测听力材料的主要内容。
(1) What's the latest news?
Russian president_______for a visit to China.
(2) What's the score of theChina-England match?
_______.
(3) What's the weather going to be like?
It's going to be_______.
(4) What are the jobs of ...?
Li Ming is a_______. Wang Mei is a_______.
(5) What's the main idea of the last news?
_______.
根据所给信息从下列四个方面作答。
该教学片段反映了教学中的哪个环节?指出该教学片段中活动的两个优点。
简述该教师的两个设计意图。
该教师可能采用了哪种听力教学模式?
该教师给出的五个问题是为了培养哪两种听力技能?
语音教学主要包括语音层次和语流层次的教学。请简述语音层次的教学内容及其一般的教学实施步骤，并各举一例说明。
语音教学主要包括语音层次和语流层次的教学。请简述语音层次的教学内容及其一般的教学实施步骤，并各举一例说明。
设计任务：请阅读下面学生信息和语言素材，设计15分钟的英语听说教学方案。该教案没有固定格式，但必须包含下列要点：
● teaching objectives
● teaching contents
●key and difficult points
●major steps and time allocation
● activities and justifications
教学时间：l5分钟
学生概况：某城镇普通中学七年级(初中一年级)学生，班级人数40人。多数学生已达到《义务教育英语课程标准》(2011年版)二级水平，学生课堂参与积极性不高。
语言素材：
Hi! I am Tony. I don't like to get up early. In the morning I get up at eight. Then I go to school at eight thirty. I don't have much time for breakfast, so I usually eat very quickly. For lunch. I usually eat hamburgers. After school, I sometimes play basketball for half an hour. When I get home, I always do my homework first. In the evening I either watch TV or play computer games. At ten thirty, I brush my teeth and then I go to bed.
Mary is my sister. She usually gets up at six thirty. Then she always takes a shower and eats a good breakfast. After that, she goes to school at eight thirty. At twelve, she eats lots of fruit and vegetables for lunch. After lunch she sometimes plays volleyball. She always eats ice-cream after dinner. She knows it's not good for her, but it tastes good! In the evening, she does her homework and usually swims or takes a walk. At nine thirty, she goes to bed.
根据题意回答问题。
