北京市西城区2020届下学期高三年级诊断性测试（一模）英语试卷
本试卷共120分。考试时长100分钟。
第一部分：知识运用(共两节，45分)
第一节
语法填空(共10小题；每小题1.5分，共15分)
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个适当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。
A
Mia rushed home and threw open the front door. Her mother turned around, surprised that Mia was home from school so early. “I won first place in the art contest!” she said 1 pride and raised her head, expecting praise. Though Mia 2 (work) eagerly on her art submission for weeks, her mother wasn’t sure 3 the project involved. “That’s wonderful, Mia! What was the subject of your art project?” her mother asked. Smiling from ear to ear, Mia handed over her artwork. It was a portrait of her mother.
B
A study found that adults aged 18 to 33 checked their smartphones 85 times a day, or once every 10 minutes. As I learned during my experiment, 4 (place) some distance between myself and my device helped me devote myself to my work more 5 (easy). By not having my smartphone, my distraction (消遣) time went down and thus my work time 6 (spend) more efficiently and effectively. On numerous occasions, I found 7 (I) wondering what to do with the afternoon since I had already completed my high-impact tasks for the day. With the extra time, I can finally enjoy the pleasures of life.
C
In June 2012, China’s first manned deep-sea submersible (潜水器), Jiaolong, set a world diving record for submersibles of its kind by reaching a 8 (deep) of 7,062 meters in the Mariana Trench in the Pacific Ocean. In 2017, China successfully tested a submersible 9 (call) Shenhai Yongshi, capable of diving 4,500 meters. 10 much of Jiaolong’s equipment was imported, about 95 percent of Shenhai Yongshi and all its core components were produced domestically, said Xu Qinan, the chief designer of Jiaolong.
第二节
完形填空(共20小题；每小题1.5分，共30分)
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项。
One morning in July 2011, a taxi sat wandering outside Petco Park stadium in San Diego. And Wade LeBlanc, a (an) 11 pitcher (棒球投手) for the Padres, climbed in. “To the airport, please,” he told the driver. LeBlanc was headed to Tucson, Arizona, home of the club’s A-level branch organization at the time. He’d been sent down to the minors. Again. For the eighth time in three years.
“You’re Wade LeBlanc,” the taxi driver said.
“Right.”
“You got some good stuff.”
This 12 the pitcher, after the previous night’s disastrous performance.
“I think there are some things you should think about 13 ,” the driver continued. “I don’t know; I’m not a 14 . Maybe something like going over your head in your windup（摆臂动作）.”
Wait, what? This guy was offering… 15 ? Earlier in his career, LeBlanc might have 16 . Or been angry. But today, he just 17 . He couldn’t afford to dismiss anything. His career was on the line.
The next day, in Tucson, LeBlanc met his 18 . He said he was thinking about making 19 to his windup. His coach agreed. Instead of keeping his hands tight to his chest at the beginning of his delivery, LeBlanc raised them briefly over his head, as the taxi driver had 20 .
LeBlanc included the new 21 into his next start. And he was 22 , allowing only one hit over seven innings (回合). It was the turning point in his career. Eight years later, LeBlanc is a pitcher for the Seattle Mariners. He signed the first contract extension of his Major League Baseball career-at age 33.
The funny thing about advice: We so often take it from the 23 people. That is, we 24 the advice of experts, while undervaluing the input of regular folk. Wade LeBlanc 25 that trend, and he obtained the 26 .
“Expert advisers often make surprisingly inaccurate predictions about the future, yet people 27 their suggestions nevertheless,” concluded Stanford University psychologists in a study published last year.
Now, not everyone took experts’ advice. The more 28 people become, the smaller the pool of advisers they 29 . Participants in positions of power ignored almost two thirds of the advice they received, according to one Harvard University study. Other participants—the control and low power groups–ignored advice about half as often. So it required a massive increase of modesty (谦虚) to do what Wade LeBlanc did: hear what the taxi driver was offering him and accept it as a (an) 30 .
11. A. excellent B. struggling C. ambitious D. awkward
12. A. surprised B. concerned C. disturbed D. angered
13. A. avoiding B. making C. trying D. crossing
14. A. player B. director C. joker D. loser
15. A. service B. advice C. chances D. courses
16. A. accepted B. worded C. smiled D. laughed
17. A. explained B. interrupted C. listened D. guessed
18. A. parents B. coach C. driver D. fans
19. A. changes B. contributions C. additions D. objectives
20. A. included B. announced C. suggested D. resisted
21. A. aim B. effect C. hobby D. move
22. A. patient B. optimistic C. brilliant D. justified
23. A. attractive B. popular C. humble D. wrong
24. A. overvalue B. skip C. ignore D. involve
25. A. identified B. supported C. opposed D. started
26. A. qualifications B. benefits C. prize D. degree
27. A. follow B. abandon C. provide D. improve
28. A. literary B. successful C. careful D. negative
29. A. tolerate B. help C. know D. trust
30. A. job B. example C. excuse D. gift
第二部分：阅读理解(共两节，40分)
第一节(共15小题；每小题2分，共30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
Which meal kit service is right for you?
As the simple act of shopping and preparing food for dinner becomes harder to fit in, a way to help meet consumer needs and change the way we shop and eat has grown: meal-delivery plans. Here’s a quick review of some popular options:
1. HelloFresh
HelloFresh provides high-quality ingredients (烹饪原料) and generous portions (份量), with recipes that are generally easy to prepare. The clear, step-by-step instructions get even the newest home chefs up to speed, and the recipe cards are well-made, so you can refer to your favorite recipes again and again. There are meals for almost any lifestyle, including vegetarian(素食) options, low-calorie meals and “quick” recipes that get dinner on the table fast.
Cost: $ 8.75 to $ 9.99 per serving, with up to 16 servings per week.
2. Freshly
Get fresh, home-cooked food without the trouble of actually cooking. This subscription service delivers comfort foods to your doorstep, and the meals are prepared right before delivery. Never frozen and only requiring minimal reheating, they’re nutritious and cost less than many standard takeout options.
Cost: $ 7.99 to $ 11.50 per serving, with up to 12 servings per week.
3. Blue Apron
Blue Apron is full of fresh ingredients, with traditional or vegetarian options. Like many of the plans, the food is delivered in one big box and the recipe card is separate from the meal ingredients. The variety is good and the recipes are generally easy to prepare.
Cost: $ 7.49 to $ 9.99 per serving, with up to 16 servings per week.
4. EveryPlate
EveryPlate offers simpler meals for a lower cost. Users can choose between eight recipes each week, so there isn’t a lot of flexibility for different dietary needs, but the recipes are full of flavor and give subscribers generous portions. If you’re looking for an affordable way to get into meal kits, EveryPlate is a good option.
Cost: $ 4.99 per serving, with up to 12 servings per week.
5. Daily Harvest
Daily Harvest specializes in delicious smoothies. The meals are packed with fruits and vegetables, making nutrition easy and tasty. Smoothies just require the addition of liquid, so feel free to add your favorite type of milk or water to the blend and get your day started.
Cost: $ 6.99 per serving, with between 9 and 26 servings available.
31. Which meal kit service is right for a vegetarian?
A. Daily Harvest and EveryPlate. B. HelloFresh and Blue Apron.
C. EveryPlate and Freshly. D. HelloFresh and Freshly.
32. Each meal-delivery plan is available with __________.
A. fruits and vegetables B. unlimited servings
C. easy preparation D. separate recipes
33. The meal-delivery plans meet the customer needs of _________.
A. living an environmentally friendly life
B. cutting down on daily food costs
C. adapting to a new lifestyle
D. improving cooking skills
B
Kylie Kirkpatrick was getting ready for work when her 9-year-old son, Ryan Kyote, burst into her bedroom. The Napa, California-based third-grader had just watched a news story about a kindergarten student in Indiana who was forced to return her school lunch because her account balance couldn’t cover the meal.
“Ryan was upset,” Kirkpatrick told TODAY Parents. “He said, ‘Mom, how does something like this happen?’ Then he asked what he could do to help.”
After a bit of brainstorming, Kyote–pronounced “coyote”—decided he would use six months’ worth of allowance he had saved up to pay off the lunch debt of his entire class at West Park Elementary School. The bill came up to $74.50.
Though Kyote had been eyeballing a new pair of basketball sneakers, this was far more important to him. So, on May 24, he happily donated his six months of savings to the Napa Valley Unified School District food services department.
“Ryan told them, ‘Please let my friends know that they no longer owe any money,'” Kirkpatrick recalled. “Lunch is his favorite part of the day and it broke his heart to think that it’s a stressful time for some children.”
The fourth-grader-to-be wanted his act of kindness to be unknown to others, but his proud mother couldn’t resist sharing a photo on Twitter, where it spread quickly.
“Give this kid his money back. No child should be covering lunch debt for his class with his allowance,” wrote one person. Added another: “Love this story … Special kid.”
Practicing good deeds is nothing new for Kyote. “I’ll go into the garage and Ryan’s bike is missing because he gave it to a friend in need,” Kirkpatrick, a sign-language interpreter, told TODAY Parents. “One time, a friend didn’t have any shoes that fit, so Ryan gave him a pair of his own shoes.”
Recently, an investor got wind of what Kyote had done for his classmates and he contacted Kirkpatrick. “He wanted to give Ryan money to put in his savings account,” she said.
Kyote, who recently lost his father to ALS, had another idea.
“Ryan told the man to pay it forward,” Kirkpatrick said. “So he made a donation to the ALS Association. I can’t even begin to tell you what that meant to Ryan. All he wants is to make the world a better place.”
34. How did Ryan feel after watching the news story about a kindergarten student?
A. Shocked. B. Relieved. C. Excited. D. Bored.
35. Instead of buying a new pair of sneakers, Ryan was more concerned about ________.
A. his school lunch B. his account balance
C. his six months of savings D. his classmates’ lunch debt
36. What do we know about Ryan Kyote from the passage?
A. He tried his best to help his friends in need.
B. He couldn’t resist sharing his photos on Twitter.
C. He accepted a donation from the ALS Association.
D. He argued against negative reviews on social media.
37. What does the story intend to tell us?
A. Life is always tough for school children.
B. A kid can make a difference in the world.
C. Social media can make young people popular.
D. Friendship is an important part of being a youth.
C
A crucial period for learning the rules and structure of a language lasts up to around age 17 or 18, say psychologist Joshua Hartshorne of MIT and his colleagues.
Previous research had suggested that grammar-learning ability developed in early childhood before hitting a dead end around age 5. However, Hartshorne’s team reports online in Cognition that people who started learning English as a second language in an English-speaking country by age 10 to 12 ultimately mastered the new tongue as well as folks who had learned English and another language at the same time from birth. Both groups, however, fell somewhat short of the grammatical fluency displayed by English-only speakers. After ages 10 to 12, new-to-English learners reached lower levels of fluency than those who started learning English at younger ages because time ran out when their grammar-absorbing ability fell starting around age 17.
Aiming for a sample of tens of thousands of volunteers, Hartshorne began by contacting friends on Facebook to take an online English grammar quiz, which used a person’s responses to guess his or her native language and dialect (方言) of English. Then volunteers filled out a questionnaire asking where they had lived, languages they had spoken from birth, the age at which they began learning English and the number of years they had lived in an English-speaking country.
In the end, the researchers analyzed responses of 669,498 native and nonnative English speakers. Statistical calculations focused on estimating at what ages people with varying amounts of experience speaking English reached peak grammar ability.
Researchers who study language learning regard the new study as fascinating, but exploratory. According to psycholinguist David Barner of the University of California, San Diego, Hartshorne’s team can’t yet say that language skill develops along a single timeline. Different elements of grammar, such as using correct word order or subjects and verbs that agree with one another, might be learned at different rates, Barner says. It’s also unclear whether the responses of volunteers to an online, 132-item grammar test reflect how well or poorly they actually speak English, he says.
What’s more, language learning involves more than a crucial period for acquiring grammar, cautions linguist David Birdsong of the University of Texas at Austin. For instance, growing up speaking two languages at once puts still poorly understood burdens on the ability to grasp grammar, he says.
In the new study, people who were bilinguals from birth fell short of peak English grammar scores achieved by English-only speakers. That’s consistent with evidence that bilinguals cannot easily turn off one language while speaking another, Birdsong says. Interactions between tongues spoken by one person may slightly depress how much can be learned about both languages, even if bilingual communication still reaches high levels, he suggests.
38. Hartshorne and his colleagues found that __________.
A. one reaches a higher level of fluency at age 10
B. one learns a second language fastest at about age 12
C. one gets a good grasp of English grammar before age 5
D. one’s ability to master grammar declines at around age 17
39. Hartshorne collected data through __________.
A. social media B. experiments in the lab
C. literature review D. face-to-face interviews
40. David Barner believes that __________.
A. language skill develops along a single timeline
B. online volunteers do not cover a wide enough range
C. different grammar items may be acquired at different paces
D. the quiz in the new study does not include enough questions
41. What can we know about bilinguals from the last two paragraphs?
A. They can achieve a perfect grammar score.
B. Grammar learning is the biggest burden for them.
C. They are able to make a swift shift between languages.
D. Speaking two languages affects their language acquisition.
D
The last decade saw the rise of the field of “plant neurobiology (神经生物学)”. That debatable field is based on the idea that plants–which do not possess brains–handle information in ways similar to complicated animal nervous systems. This thinking implies that plants could feel happiness or sorrow or pain, make intentional decisions and even possess consciousness. But the chances of that are “effectively zero,” Lincoln Taiz and colleagues write in an opinion piece in Trends in Plant Science. “There’s nothing in the plant remotely comparable to the complexity of the animal brain,” says Taiz, from the University of California, Santa Cruz.
Some plants are capable of complicated behavior. Wounded leaves can send warning signals to other parts of the plant, and harmful chemicals can warn animals that eat them. Some plants may even have a version of short-term memory: Tiny sensing hairs can count the number of touches that come from a clumsy insect. But plants perform these with equipment that’s very different from the nervous systems of animals, no brain required, Taiz argues.
He and colleagues point out methodological (方法的) faults in some of the studies that claim plants have brain-like command centers, animal-like nerve cells and changing patterns of electricity that are similar to activity found in animal brains. But beyond the debate over how these studies are conducted, Taiz’s team argues that plant consciousness doesn’t even make sense from an evolutionary (进化的) point of view.
Complicated animal brains advanced in part to help a living being catch a meal and avoid becoming one, Taiz says. But plants are rooted to the ground and rely on sunlight for energy, an inactive lifestyle that doesn’t require quick thinking or outsmarting a predator (捕食者)–or the energetically expensive nervous systems that enable those behaviors.
“What use would consciousness be to a plant?” Taiz asks. The energy required to power awareness would be too costly, and the benefit from such awareness too small. If a plant worried and suffered when faced with a threat, it would be wasting so much energy that it wouldn’t have any left to do anything about that threat, Taiz says.
Imagine a forest fire. “It’s unbearable to even consider the idea that plants would be conscious beings aware of the fact that they’re being burned to ashes, watching the young trees die in front of them,” Taiz says. The frightening scene illustrates “what it would actually cost a plant to have consciousness.”
Furthermore, plants have plenty to do without having to be conscious, too. With sunlight, carbon dioxide and water, plants create the compounds (化合物) that sustain much of the rest of life on Earth, Taiz points out. “Isn’t that enough?”
42. According to Paragraph 1, a plant neurobiologist would most probably agree that ________.
A. plants are capable of independent thinking
B. plants are as biologically complex as animals
C. plants developed nervous systems for survival
D. plants feel emotions in the same way as animals
43. What does the underlined “one” in Paragraph 4 refer to?
A. A predator. B. A meal. C. An inactive plant. D. A living being.
44. Which statement does Linchol Taiz believe?
A. Plants possess brain-like command centers.
B. The lifestyle of plants requires nervous systems.
C. It is unnecessary for plants to have consciousness.
D. Nervous systems enable plants to fight their predators.
45. Lincoln Taiz introduces a forest fire to ________.
A. suggest new ways to study the behaviors of plants
B. discuss the possibility of plants escaping a disaster
C. illustrate how plants make decisions in face of dangers
D. prove consciousness would do plants more harm than good
第二节 (共5小题；每小题2分，共10分)
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Why does rain seem to make you sleepy?
This spring on the east coast of the US, it feels like we’ve lost touch with the sun. In Washington, DC, 14 of the first 17 days of May were rainy. 46 It means that for me, May has been one of the months I’ve felt the sleepiest. The dull weather can hit almost all of our senses in a way that gives a sign to us it is time for a sleep.
First, there’s what we see–or rather, what we don’t. 47 When it’s raining and skies are cloudy, we miss out on our body’s internal alarm clock. As Naomi, a scientist from Central Queensland University said, when you don’t see the sunlight first thing in the morning, your body never gets the signal that it needs to shift into daytime mode.
48 Plants produce oils during dry periods, possibly to stop seeds from developing. When it rains, the water brings out the oils and they mix with a chemical to create a “musky” smell. 49 Additionally, after a thunderstorm there’s a chance you may smell ozone (臭氧), which is generated when lightning interacts with the air. Some compare its smell to that of clean bed sheets.
Rain sounds are also comforting. The rhythmic pattern of rain hitting a roof, umbrella, or the ground below is called “pink noise.” Pink noise is a category of background noise that has all of the frequencies that human can hear and has lower volumes at higher frequencies. According to some research, it may improve our quality of sleep by decreasing our brain activity. 50
The difficulty in waking up, the fresh, earthy scents, and the peace of the rain tapping on windows are enough to make anyone want to go back to bed for the day. Sadly, none of this evidence is enough to justify doing so; but it can at least explain why you may feel a little sleepy on these cloudy days.
A. Noises can make us feel sleepier during the daytime.
B. The others have been cloudy and dull for at least part of the day.
C. That earthy smell of rain can make you feel calm and comfortable.
D. It makes it easier for us to wake up from our sleep the night before.
E. Sunlight causes our bodies to stop producing what makes us sleepy at night.
F. And you’ll also smell that when you are in your garden turning over your soil.
G. You can listen to an hour of rain on a window here, if you intend to test it out.
第三部分：书面表达 (共两节，35分)
第一节 (15分)
假设你是红星中学高三学生李华。你的英国好友Jim从书上看到了中国学生做“课间操”的图片，向你询问有关情况。请你给他回复邮件，介绍相关信息，内容包括：
1. 课间操的基本情况(时间、次数…)；
2. 你们做课间操的感受。
注意：1. 词数不少于50；
2. 开头和结尾已给出，不计入总词数。
提示词：课间操exercise between classes
Dear Jim,
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Yours,
Li Hua
第二节(20分)
假设你是红星中学高三学生李华。请根据以下四幅图的先后顺序，为学校校刊“英语角”投稿，介绍你参加学校”生物社团”在学校生物园地种植蔬菜的过程。
注意：词数不少于60。
参考答案
第一部分：知识运用 (共两节，45分)
第一节
语法填空 (共15小题；每小题1.5分，共15分)
1. with 2. had worked/worked 3. what
4. placing 5. easily 6. was spent 7. myself
8. depth 9. called 10. While/Although/Though
第二节
完形填空 (共20小题；每小题1.5分，共30分)
11. B 12. A 13. C 14. A 15. B
16. D 17. C 18. B 19. A 20. C
21. D 22. C 23. D 24. A 25. C
26. B 27. A 28. B 29. D 30. D
第二部分：阅读理解(共两节，40分)
第一节 (共15小题；每小题2分，共30分)
31. B 32. C 33. C 34. A 35. D
36. A 37. B 38. D 39. A 40. C
41. D 42. A 43. B 44. C 45. D
第二节 (共5小题；每小题2分，共10分)
46. B 47. E 48. C 49. F 50. G
第三部分：书面表达(共两节，35分)
第一节 (15分)
一、评分原则：
1. 本题总分为15分，按4个档次给分。
2. 评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
3. 评分时应考虑：内容是否完整，条理是否清楚，交际是否得体，语言是否准确。
4. 拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。
5. 词数少于50，从总分中减去1分。
二、各档次的给分范围和要求：
第一档
(13分～15分)完全完成了试题规定的任务。
·内容完整，条理清楚；
·交际得体，表达时充分考虑到了交际的需求；体现出较强的语言运用能力。
完全达到了预期的写作目的。
第二档
(9分～12分)基本完成了试题规定的任务。
·内容、条理和交际等方面基本符合要求；
·所用语法和词汇满足了任务的要求；
·语法和用词方面有一些错误，但不影响理解。
基本达到了预期的写作目的。
第三档
(4分～8分) 未恰当完成试题规定的任务。
·内容不完整；
·所用词汇有限，语法或用词方面的错误影响了对所写内容的理解。
未能清楚地传达信息。
第四档
(1分～3分) 未完成试题规定的任务。
·写了少量相关信息；
·语法或用词方面错误较多，严重影响了对所写内容的理解。
0分
未能传达任何信息；所写内容与要求无关。
三、One possible version:
Dear Jim,
I’m glad to hear from you. In your letter, you mentioned the photo you saw in the book, where we Chinese students are doing “exercise between classes”. Because you want to know what it is, I will tell you more about it.
Exercise between classes is part of every Chinese student’s daily routine. It’s designed especially for primary and middle school students. We usually do it between classes, which lasts 20 minutes. However, on hot summer days, some schools organize it in the early morning. In order to develop the whole body, the exercise contains some basic movements like jumping, moving, running, clapping, and kicking. We perform it at the same pace to the music.
I think it a very necessary way to do exercise between classes. On the one hand, we strengthen our body through exercise. On the other hand, we learn more about teamwork and discipline.
If you have any more questions, don’t hesitate to ask me.
Yours,
Li Hua
第二节(20分)
一、评分原则：
1. 本题总分为20分，按5个档次给分。
2. 评分时，先根据文章的内容和语言质量初步确定其档次，然后以该档次的要求来衡量，确定或调整档次，最后给分。
3. 评分时应考虑：内容要点的完整性、上下文的连贯、词汇和句式的多样性及语言的准确性。
4. 拼写、标点符号或书写影响内容表达时，应视其影响程度予以考虑。英、美拼写及词汇用法均可接受。
5. 词数少于60，从总分中减去1分。
二、内容要点：
1. 报名 2. 学习
3. 种植 4. 收获
三、各档次的给分范围和要求：
第一档
(18分～20分)完全完成了试题规定的任务。
·覆盖了所有内容要点；
·运用了多样的句式和丰富的词汇；
·语法或用词方面有个别错误，但为尽可能表达丰富的内容所致；体现了较强的语言运用能力；
·有效地使用了语句间的连接成分，所写内容连贯、结构紧凑。
完全达到了预期的写作目的。
第二档
(15分～17分)完全完成了试题规定的任务。
·覆盖了所有内容要点；
·运用的句式和词汇能满足任务要求；
·语法和用词基本准确，少许错误主要为尽可能表达丰富的内容所致；
·使用了简单的语句间连接成分，所写内容连贯。
达到了预期的写作目的。
第三档
(12分～14分)基本完成了试题规定的任务。
·覆盖了内容要点；
·运用的句式和词汇基本满足任务要求；
·语法和用词方面有一些错误，但不影响理解。
基本达到了预期的写作目的。
第四档
(6分～11分)未恰当完成试题规定的任务。
·漏掉或未描述清楚主要内容；
·所用句式和词汇有限；
·语法或用词方面的错误影响了对所写内容的理解。
未能清楚地传达信息。
第五档
(1分～5分)未完成试题规定的任务。
·明显遗漏内容要点；
·句式单调、词汇贫乏；
·语法或用词方面错误较多，严重影响了对所写内容的理解。
0分
未能传达任何信息；所写内容与要求无关。
四、One possible version:
Last term, I joined the Biology Club and had a fulfilling time growing some Chinese cabbages in our school garden.
With a keen interest in biology, I jumped at the opportunity to become a member of the Biology Club, presenting required materials and eagerly writing down my name. Shortly after receiving the good news that I was admitted into the club, I attended a lecture by our biology teacher on how to grow vegetables. I listened with fascination and took notes.
What followed was something I would never forget. We dug little holes in the earth, into which we sowed the seeds. Then we covered the seeds with soft soil and watered it properly. Only a few days later, the seeds sprouted. We could hardly contain our excitement at the sight of the tender shoots in our experimental field. Over the following three months, we watered them on a daily basis, observed the growing process and kept a record of it, witnessing them grow taller day by day.
The cabbages were harvested in late autumn, and we were all satisfied with the final product. We took pictures holding the Chinese cabbages, just like they were trophies. Despite the hard work and long wait, it was a delightful experience.