3 . Volunteer with Philly Food Rescue (PFR)

In one hour, you can do something to reduce food waste and resource local community. Download the Philly Food Rescue app to get started.

What’s the service opportunity?

PFR is the sustainability, food recovery, and donations arm of Share Food Program. You’ll use your own car (or bike) to rescue leftover food from a grocery store, restaurant, or farmers’ market, delivering it to the matched nonprofit takers. Those include senior centers, shelters, schools, and more. You can claim a one-time or weekly food rescue.

What difference does food rescue make?

PFR works to increase access to fresh food for our neighbors. Our team recovers half a million pounds of food every month thanks to volunteers like you. We resource more than 283 partners across Philadelphia, its suburbs, and South Jersey, impacting food security and sustainability every day of the week.

What’s required?

● If driving, a driver’s license and insurance are needed. For smaller food rescues, a bike may do.

● Food rescue volunteers should be able to lift at least 30 pounds.

● Clear the trunk and back seat to make space for boxes or bags of food.

● Complete the food rescue within its scheduled window.

Additional information:

● PFR matches donations within five miles to keep food local, honor volunteers’ time, and ensure food safety.

● You’re welcome to bring a friend or child as a passenger to help with loading, unloading, and delivery.

● Questions? Ask Britt at bkorn@sharefoodprogram.org or (215)301-3734.

1. What does the author intend to do?

A．To call on people to help.

B．To inform people of food rescue.

C．To introduce ways of volunteering.

D．To entertain people with a new concept.

2. What do we learn about PFR service?

A．It donates to Share Food Program.

B．It covers the national senior centers.

C．Its rescues have appointed receivers.

D．Its aim is to help the stores or markets.

3. What is required of every volunteer?

A．Medical insurance.	B．Scheduling skills.
C．Driving experience.	D．Weight lifting power.

4 . If you were to move to a new country with a different language and bring along the family dog, your pet would likely have a hard time understanding commands from the locals₉ according to a new study looking at how dogs’ brains react to different languages.

The new study was conducted by lead author Laura Cuaya, a neurobiologist at Eotvos Lordnd University in Hungary, who recently moved from Mexico to Tokyo alongside her dog Kun-kun.

Cuaya and her team trained 18 dogs, including Kun-kun, to lie motionless in an MRI machine so the researchers could scan their brains. As the dogs were being scanned, the researchers played the dogs three different recordings: a Spanish reading from the famous children’s book The Little Prince; a Japanese reading from the same book; and a series of human noises that did not resemble speech at all. All of the dogs had been exposed to only one of the two languages, meaning one was familiar to them and the other was unfamiliar. MRI scans revealed that dogs’ brains can distinguish between familiar and unfamiliar languages? making them the first-known, and so far only, non-human animals to be able to tell the difference between human languages.

During the experiments, researchers also found that older dogs showed more activity in the secondary auditory cortex of the brain, suggesting they were better at differentiating familiar and unfamiliar languages than younger dogs. “I think that the main reason that older dogs are better at differentiating languages is the amount of exposure to the language Cuaya said. “Older dogs have had more opportunities to listen to humans while they talk.”

What makes dogs unique is that they do not need to be trained to distinguish between human languages. “Their brains detected the difference naturally, perhaps due to the domestication process,” Cuaya said. “While it is possible that many species can distinguish between human languages ₉ dogs are one of the few that are interested in hearing us.”

1. What does the new study find?

A．Dogs may settle into a new environment easily.

B．Dogs can face language barriers in a foreign country.

C．Dogs are more sensitive to languages than other animals.

D．Dogs fail to understand their owners in a new environment.

2. What does paragraph 3 mainly tell us about the study?

A．Its background.

B．Its benefit.

C．Its process.

D．Its purpose.

3. What does Cuaya intend to convey in the last paragraph?

A．Domestication helps dogs better live with humans.

B．Dogs are closely related to humans.

C．Humans should be more friendly to dogs.

D．Training plays an important role in raising dogs.

4. What’s the best title for the text?

A．Dogs can bring surprising health benefits

B．Dogs are good translators in a new environment

C．Dogs that are often exposed to humans are more intelligent

D．Dogs can distinguish between familiar and unfamiliar human languages

5 . Jim Metzner has spent nearly five decades documenting and sharing the sounds of the world, from immersive portraits of American cities to unforgettable moments with people and wildlife in varied places.

Now more people will be able to hear more of the world through Metzner’s tape. The Library of Congress announced earlier this month that it has acquired the full body of his life’s work. The recordings include soundscapes of every description from around the world and interviews with scientists, artists and local people. Whereas many recordists focus entirely on a single subject—nature, music or science —Metzner’s recordings convey various human experiences accompanied by the vast range of sounds from the natural world.

Metzner’s career began with a moment of realization in the 1970s, when he first ventured onto the campus of UMass Amherst equipped with a stereo recorder, microphone and ear phones. Metznerre called pushing the red button and hearing a lifelike symphony: a couple walking and talking nearby, a bicycle riding through gravel, a bird flying overhead, bells in the distance. “And I was going like, ‘Wow, this is amazing. What an extraordinary coincidence!’” he recalled. “But it wasn’t a coincidence--this stuff was happening all the time, I just hadn’t been paying attention to it. And it was the microphone and the recorder that said, ‘Wake up ... you live in a world of sound. Here it is.’And it was, like, handing it to me on a plate.”

Metzner continued to focus on those moments over the years. Now in his 7Os, Metzner isn’t hanging up his microphone quite yet. He tells NPR he’s grateful to the Library of Congress for preserving his life’s work, which he describes as a deep honor. But he also wants to make sure it’s actually being heard, not just “buried in an archive (档案室).”

He hopes more people will get to experience — and recognize the value -- of soundscapes, which he describes as “part of our natural heritage” and “the touchstones to our feelings.”

“You can go to a museum and see Diane Arbus’ photographs. You can see Rene Magritte’s paintings,” he adds. “Why not soundscapes?”

1. What is special about Metzner’s recordings?

A．They describe the interviews with local people.

B．They convey sounds from human activities.

C．They display sounds on different subjects.

D．They focus entirely on a single subject.

2. What inspired Metzner to take up the recording career?

A．A symphony he heard on the campus of UMass Amherst.

B．A sound -rich moment on the campus of UMass Amherst.

C．A realization that he was well equipped with recording devices.

D．A coincidence that he happened to be waken up by the recorder.

3. Which aspect does Metzner value most about his life’s work?

A．The Library of Congress has preserved it.

B．It has recorded unforgettable moments.

C．It can become our natural heritage.

D．More people can actually hear it.

4. What does Metzner probably mean in the last paragraph?

A．Soundscapes are every bit as much of an art form.

B．More and more people choose to appreciate soundscapes.

C．Photographs and paintings are recognized as natural heritage.

D．The value of soundscapes deserves more recognition than others.

6 . Ever fought with a problem? Picked up a new skill? Encountered a difficult concept? The language of learning is full of references to parts of the body outside the brain. Perhaps that’s because these phrases suggest something deeper. Researchers are detecting that learning is easier, quicker and more long-lasting if it involves the body.

“In the past, people have argued that as we grow, we become more able to think abstractly (抽象地),” says Andrew Manches, a psychologist at the University of Edinburgh in the UK. Conventional (传统的) thinking might suggest that teachers should help prevent children from using body gestures to prepare them for the adult world. But in truth, the physical world never really leaves our thinking. For example, when we process verbs such as lick, kick and pick, medical scanners show that the parts of our brain that control the muscles in our face, legs and hands, respectively, light up with activity.

Science is beginning to back up the idea that actions really might speak louder than words in the classroom. Spencer Kelly, a psychologist at Colgate University in New York, has found that people spend three times as much time gesturing when they think the message they get across is remarkably important, suggesting that even if only at the subconscious (潜意识的) level, we appreciate the communicative value of our body language. Kelly has also found evidence that a teacher is more appealing to students when he or she uses arm and hand movements to stress points.

Also, some studies indicate that young children obtain more if their teacher uses gestures when explaining a concept. Meanwhile, Sunsan Wagner Cook, a psychologist at the University of Iowa in Iowa City, has found that children pick up new concepts more effectively, if they are taught to mirror and repeat gestures their teacher uses.

1. How did people in the past understand learning?

A．The older a student grows, the less likely he will think abstractly.

B．Teachers are advised to encourage students to use body gestures.

C．Body gestures should be removed to promote adult-like thinking.

D．The physical world never really leaves our thinking.

2. How did the author make us believe the truth of the discovery?

A．By presenting different researches.

B．By explaining some rules.

C．By making some predictions.

D．By analyzing the theory.

3. What can we learn from Spencer Kelly’s study?

A．People use gestures every time they convey the messages.

B．Body movements can increase a teacher’s popularity.

C．Young students like to mirror their teacher’s gestures.

D．Body language is more powerful than spoken language.

4. What is the main idea of the text?

A．The Language of Learning: A Vital Approach

B．Body Gestures: A Sharp Tool for Fast Learning

C．Body Language: A Universal Language Signal

D．Thinking Abstractly: A Symbol of Adult World

7 . Yesterday, after arriving in Madrid, I knocked on a stranger’s door. “I searched on the website. Will you give me lessons?” I asked. This was the reason I’d come to Spain. Because I once believed I was meant to be a female flamenco (弗拉门戈) guitarist.

Forty-five years ago, when I was two, my father also came to Madrid and knocked on strangers’ doors. A well-known classical guitarist, he admired flamenco a lot, and in Spain he learnt from anyone willing to teach him. He approached performers in bars, made friends with street musicians and managed to study with Paco de Lucia, the greatest flamenco guitarist of our time.

I started playing classical guitar when I was five. My father’s hands exploded across the strings like fireworks. I practised while he instructed and criticized. I played till I had sharp pain in my fingertips. By age seven, I was called a child genius.

Then, at 11, I quit. Heartbroken, my father distanced himself. Guiltily, I followed suit. Soon we spoke only when necessary. Our relationship didn’t rebound until, in my early 20s, I found myself pulled back to guitar.

When I was in my early 30s, he got sick. Before he died a few years later, my father told me there were almost no female flamenco guitarists in the world. If I kept practising, I could be one of the first. I promised, and he left me his guitar. But after he died, I couldn’t bear to play it. He’d spent so much time with his arms around that instrument, and it seemed an extension of his own body. Holding it gave my grief an unbearable tangibility (可触知). So for 13 years it sat mostly untouched, coming out only when my son Ellis begged to see it. He was careful with his grandfather’s instrument in a way that made me want to pass it down to him — both the guitar and the music. Problem was, I couldn’t really play anymore.

Now, Antonia is sitting with me in her living room, teaching me patiently. I have been here for only two days, and already my fingers hurt. It’s a sharp pain, like when a fallen-asleep limb (肢体) returns to life. The feeling delights me. It means I’m doing something right.

1. Which can best describe the father when he was learning flamenco?

A．Cautious.

B．Hopeless.

C．Depressed.

D．Devoted.

2. Which has the similar meaning with the underlined word “rebound” in paragraph 4?

A．Improve.

B．Break.

C．Suffer.

D．Blossom.

3. Why did the author leave the guitar untouched?

A．She intended to pass it down to her son.

B．It reminded her of her unpleasant past.

C．Deep sorrow drowned her at the sight of it.

D．Carrying it made her feel a sense of burden.

4. Which of the following can be the best title for the text?

A．Guitar Lessons From Strangers

B．Love for Father on the String Again

C．Adventures for Music Lovers in Spain

D．Journey to Success as a Flamenco Guitarist

8 . Teachers often can fall into the trap of teaching content, paying no attention to children. Many of us have the attitude that “we will put the information out there, and if they don’t get it, they are to blame.”

Several years ago, I had a student named Jeremy in 12th - grade English, in which British literature was taught. I struggled to find ways to make the content interesting. Jeremy didn’t care. Though Jeremy was classified as. gifted, he slept in class every day. I began to get really frustrated. I even began to dislike him.

High school teachers sometimes develop a hands-off attitude. I thought, “OK, Jeremy, if you want to fail my class, fine. I’ve tried everything.” As time went on, I ignored Jeremy. I didn’t ask him questions, or even make eye contact with him.

By accident, I found that Jeremy was capable of much more. One day, I went to the broadcasting classroom to edit a video. On this day, several students were working on an assignment. Then I heard a voice I recognized. I looked up and saw Jeremy was teaching his classmates energetically how to film. My first thought was that Jeremy must have a twin! Suddenly he realized I was sitting in the corner.

Our eyes met. “Mrs. Duff?” he asked with surprise. “You know how to edit video?”

“Yes. I had no idea you were a videographer!” At this, he smiled with pride and explained the project his group was working on. It was clear he had earned his classmates’ respect. And it was suddenly clear to me that I had not really made an effort to know Jeremy at all.

What happened next was amazing. In class, Jeremy stayed awake and completed his work. He passed my class with a B.

What happened? When Jeremy encountered me outside English class, it changed his perspective of me. He realized I wasn’t just some odd lady trying to force him to learn British poetry. Equally important, my perspective about him changed. He wasn’t just the kid who slept in my class.

I’m not proud that I didn’t make a better effort to know Jeremy before the encounter in the broadcast room. I told myself I had tried everything, but I had not stepped outside of my little English world at all.

1. What’s the purpose of paragraph 1?

A．To draw readers’ interest.	B．To introduce the author’s idea.
C．To remind teachers of teaching traps.	D．To ask students to shift learning focus.

2. What did the author do when Jeremy showed lasting boredom in her class?

A．She blamed herself.	B．She gave up on him.
C．She kept on persuading him.	D．She made teaching more interesting.

3. How did the author feel when she saw Jeremy as a videographer?

A．Proud.	B．Relaxed.
C．Regretful.	D．Rewarded.

4. What does the author intend to tell us?

A．Why to build a common perspective.

B．How to transform a student’s negative behavior.

C．Teachers should reach students in individual ways.

D．Students will eventually connect with their teachers.

10 . Five Star Yellowstone Tour

Discover the world’s oldest national park, Yellowstone, on this grand wildlife tour. Our professional guides will give you a 5 star customer service experience on your all inclusive tour without any additional taxes or booking fees.

Starting at approximately 7 am, we will be rolling out the red carpet for you and all you have to do is to sit back and enjoy the ride. We provide snacks, bottled water, and cooked food for lunch. This tour’s main focus is on the wide variety of wildlife, Yellowstone’s rich historic landscapes as well as the fascinating prospect formed by the Yellowstone Supervolcano for over millions of years. Binoculars (双筒望远镜) are provided to help you appreciate the scenery better.

Whether you are an amateur photographer, a science or history enthusiast or just want to explore the outdoors, this tour has something for everyone. Our fun but professional guides will give you a first class tour in a very comfortable tour bus.

Tour snapshot

Duration: 10-12 hours

Taking Covid-19 safety measures: Click here

Hotel pickup offered

Group size: 9

Ticket type: Mobile

Available language: English

Book in advance

Scheduled date: Check availability

Total fees: $300 per adult (age 13-99); 40% discount (age 1-12)

Reserve now & pay later: Learn more

Free cancellation: For a full refund, cancel at least 24 hours in advance of the start date of the experience.

Now you’re all set! Have a great time.

1. Where is this text probably taken from?

A．A textbook.	B．A website.
C．A scenery magazine.	D．A travel report.

2. What can we know about the tour?

A．It has both mobile and paper tickets.

B．It is a 9-people group with extra fees.

C．It offers snacks, breakfast, binoculars and hotel pickup.

D．It highlights wildlife, historic sights and volcanic scenery.

3. What should you do for the booking?

A．Pay $180 per child for the tour.

B．Pay at once after your reservation.

C．Cancel within 24 hours for a full refund.

D．Consult the guide to check available date.