1 . Ahmad is the founder and CEO of Copia, which she _______ as “match.com meets Uber for food recovery”. Companies use the Copia app to _______ when they have leftover food, what kind, and how much. When recipients such as shelters, soup kitchens, and agencies first register with Copia, they indicate how many people they need to_______, on what days, and what kind of food they’ll take. The app uses an algorithm to place the excess food, which is delivered by trained food handlers.

How did Ahmad create Copia? As a senior at UC Berkeley, she was walking near campus one day when she saw a young man _______ for food. She invited him to sit down for a meal. He told her his name was John and he had _______ returned from a second tour in Iraq, but he hadn’t eaten for three days because his VA benefits (退伍军人福利) hadn’t, _______.

Ahmad had an aha moment then:_______homeless people like John were starving in Berkeley, across the street the university dining halls were tossing out still-edible food. After she did some research, she says, “I _______ that this indicated a much larger problem.” Ahmad started a student group that recovered food from campus venues and _______ it to local nonprofits.

________ as this was, the inefficiencies bothered her. One day, she got a call from the dining hall manager, who had 500 tasty sandwiches left over from a(n) ________. If Ahmad wanted them, she needed to pick them up as soon as possible, before they ________. She ________ a car, loaded it with the food, and called nonprofits. She found takers for only 25 sandwiches and ended up giving out the rest at a nearby park.

“I remember thinking how ________ it would be if people who had food could say, ‘Hey, we have stuff,’ and people who needed it could speak up, and then we could ________ the two.”

1.

A．recognizes

B．describes

C．mistakes

D．clears

2.

A．touch

B．decide

C．report

D．believe

3.

A．follow

B．please

C．feed

D．keep

4.

A．waiting

B．heading

C．arranging

D．begging

5.

A．suddenly

B．recently

C．wisely

D．politely

6.

A．kicked in

B．came in

C．lined up

D．shown up

7.

A．while

B．since

C．because

D．whether

8.

A．forgot

B．remembered

C．realized

D．announced

9.

A．threw

B．concentrated

C．sold

D．distributed

10.

A．Stressful

B．Sad

C．Horrible

D．Rewarding

11.

A．record

B．event

C．relief

D．operation

12.

A．disappeared

B．spoiled

C．wet

D．escaped

13.

A．bought

B．stole

C．rented

D．dragged

14.

A．cool

B．strange

C．scary

D．quick

15.

A．connect

B．eliminate

C．delay

D．solve

2 . It was 1994, and I was a 19-year-old student in my third year at Western University in London, Ontario. I had signed up for a course in the Department of English taught by one Donald S. Hair.

A few weeks into the class, the professor administered our first test. I didn't think I had anything to worry about—until he handed my exam back the following week with a 67 written on it in red ink.

Sixty-seven! I'd never received such a low mark. I was dependent on a scholarship, and any grade below 80 put my future in jeopardy. My seatmate's annoyed expression suggested her mark had been painful too. We angered silently: Professor Hair was an old weirdo (怪人)! How dare he ruin our GPAs? What was the old boy's problem, anyway?

But the real problem was this: He was right. I knew it as soon as I'd cooled off and taken the time to digest his comments. My writing was careless, my understanding of key concepts shallow. Like many of my partners, I was used to earning top grades. Now, for the first time, a teacher had introduced an uncomfortable question. Were we actually “earning” them?

The next day, I went to his office. With burning cheeks, I told him I knew I’d butchered the exam. To my childish surprise, he wasn’t a “weirdo” in the least. He was funny, warm and uncommonly patient. He assured me if I worked hard, I'd achieve my potential in the course, and he’d be available to help me.

I went away, read and read some more. The more I read, the more interesting his classes became, and soon, his complex, absorbing lectures were the highlight of my week. I spared no effort in that course. The grade I earned in his class was the lowest I’d received that year. But I had earned that grade. Nearly 30 years later, I'm still proud of that.

1. What does the underlined word “jeopardy” mean in paragraph 3?

A．Advance.

B．Demand.

C．Trouble.

D．Conclusion.

2. Why does the author mention the seatmate in the text?

A．To explain the test was too difficult.

B．To prove the professor's grading had problems.

C．To suggest she didn't work hard.

D．To show she was unfriendly in class.

3. How does the author feel about the professor in the end?

A．Disgusted.

B．Cautious.

C．Uninterested.

D．Appreciative.

4. What can be the best title for the text?

A．You have to earn a grade instead of “get” it	B．Be confident and not afraid of failure
C．You should treasure a good teacher	D．Never rely on scholarships forever

4 . I have travelled across the country to improve the water and sanitation (卫生) programme for some of the poorest people that have been hit by a disaster.

As a ________ member of Oxfam India, basically, I have spent three years in Tamil Nadu. It’s a dream that comes true for me as I have always wanted to ________ humanitarian activities! That’s why I chose to study nursing after completing my basic ________. In 2015, I got my Master’s Degree in Public Health, and then joined Oxfam India.

Almost ________, I was sent to Tamil Nadu to serve the people affected by one of the worst ________ in recent history. The disaster pushed everyone in Oxfam India to become ________,with some preparing floods reports, and others writing suggestions. And I was tasked with the ________ of leading the team for Public Health activities. I still remember my ________ situation-a kind person desired to do ________ work for people, but was ________ experience! However, my goal of leading the ________ was clear. I received good ________ from my team members who made my job easier.

In the past three years, I have ________ a number of activities on safe ________ and sanitation. Those activities created a good ________ for me to carry out all I have learned from books.

1.

A．new

B．humorous

C．clever

D．strong

2.

A．make use of

B．take part in

C．pay attention to

D．keep away from

3.

A．discussion

B．education

C．communication

D．management

4.

A．shyly

B．gradually

C．immediately

D．obviously

5.

A．hurricanes

B．earthquakes

C．fires

D．floods

6.

A．peaceful

B．interested

C．active

D．frightened

7.

A．quality

B．knowledge

C．choice

D．responsibility

8.

A．challenging

B．satisfying

C．relaxing

D．encouraging

9.

A．equal

B．good

C．easy

D．traditional

10.

A．proud of

B．rich in

C．confident in

D．short of

11.

A．team

B．students

C．runners

D．competitors

12.

A．treatment

B．support

C．information

D．donation

13.

A．held

B．changed

C．refused

D．expected

14.

A．electricity

B．food

C．clothes

D．water

15.

A．company

B．promise

C．chance

D．idea

5 . Based on new data from the European Space Agency’s Gaia mission and other space science data sets, astronomers have created an animation to model dust in the Milky Way. The work was presented this week at a national astronomy meeting.

The animation shows the cumulative build-up of dust looking from Earth’s local neighbourhood to about 13,000 light years towards the galactic centre—around 10% of the overall distance across the Milky Way. Close by, dust swirls all around but, further out, the concentration of dust along the galactic plane (银道面) becomes clear. Two ‘windows’, one above and one below the galactic plane, are also revealed.

“Dust clouds are related to the birth and death of stars, so their distribution tells a story of how structures formed in the galaxy and how the galaxy evolves,” said Nick Cox, coordinator of the EXPLORE project which is developing the tools. “The maps are also important, for cosmologists (宇宙学家) in revealing regions where there is no dust, allowing us to have a clear, unobstructed view out of the Milky Way. This helps in studying the Universe beyond, such as to make Deep Field observations with Hubble or the new James Webb Space Telescope.”

“State-of-the-art machine learning and visual analytics have the power to greatly enhance scientific return and discovery for space science missions, but their use is still relatively novel in the field of astronomy,” said Albert Zijlstra, of the University of Manchester and the EXPLORE project. “With a constant stream of new data, we have an increasing wealth of information to mine—way beyond the scope of what humans could process in a lifetime. We need tools like the ones we are developing for EXPLORE to support scientific discovery, such as by helping us to characterize properties within the data, or to pick out the most interesting or unusual features and structures.”

1. What can we learn about the animation from the first two paragraphs?

A．It is created to replace the dust in the Milky Way.

B．It shows dust in a long span of space.

C．It employs space data from an individual data base.

D．The animation hasn’t been presented.

2. What can we know from Nick Cox’s words?

A．The distribution of dust clouds helps to dig the past of the galaxy.

B．Only Hubble and the new James Web Telescope can help explore the galaxy.

C．Cosmologists use maps to find where there is full of precious star dust clouds.

D．Dust clouds are closely related to the formation and death of various kinds of galaxies.

3. What does Albert think about the EXPLORE project?

A．Fruitless.

B．Controversial.

C．Unrealistic.

D．Challenging.

4. What can be a suitable title for this text?

A．Open Invitation of the Wide Galaxy	B．Thrilling Project for the European Team
C．Deep Dive into the Dusty Milky Way	D．Immersing Trip to the Grand Solar System

6 . Some years ago, when a factory with 75,000 workers closed in our city, there was a feeling of sadness. Higher gas prices and disastrous floods added to such _______.

Our church youth group _______ to bring our city back to life by doing something nice. One of our _______ was to buy $25 gas cards and bouquets (花束) of roses, and randomly give them out to people who might need some _______.

One day, one of our members and I watched a young woman in her mid-twenties _______ to the gas pump. She didn’t get out of her car. _______, she looked through her purse and then began to _______. We approached politely to knock on the window and _______ a free gas card to her.

Upon hearing the knock, the young lady wiped away her tears, tried to _______ herself and then rolled down the window. We said to her. “Here is a free twenty-five dollar gas card for you, and we just want to be helpful.” ________, she slowly reached out to take the gas card and then told us her story.

She had been ________ for a long time and was ________ to support herself. She had trouble making ends meet but was ________ about a job interview she would have that day. In fact, she was singing on her way to it when her gas gauge (仪表) showed “________”. She’d ________ she had one last ten-dollar bill in her purse, but she couldn’t find it. Thinking she would ________ her interview, she broke down and cried.

She ________ us and said. “You have no idea what you’ve done for me. Thank you so much!” We watched tears of ________ stream down her face as she began pumping her gas.

We’ve continued the ________ of handing out roses and gas cards over the past years. It has made a ________ in those receivers’ lives as well as ours.

1.

A．fear

B．thrill

C．curiosity

D．depression

2.

A．decided

B．hated

C．failed

D．regretted

3.

A．opportunities

B．abilities

C．rewards

D．ideas

4.

A．encouragement

B．education

C．company

D．information

5.

A．walk off

B．pull up

C．run away

D．fall down

6.

A．Otherwise

B．Instead

C．Therefore

D．Besides

7.

A．scream

B．pray

C．sob

D．whisper

8.

A．offer

B．lend

C．post

D．sell

9.

A．praise

B．dress

C．compose

D．show

10.

A．Instantly

B．Hesitantly

C．Occasionally

D．Casually

11.

A．injured

B．interrupted

C．exhausted

D．unemployed

12.

A．pretending

B．struggling

C．refusing

D．affording

13.

A．particular

B．angry

C．optimistic

D．nervous

14.

A．enough

B．empty

C．full

D．fine

15.

A．sworn

B．forgotten

C．announced

D．thought

16.

A．miss

B．attend

C．enjoy

D．change

17.

A．glared at

B．shouted at

C．laughed at

D．looked at

18.

A．sorrow

B．shame

C．joy

D．victory

19.

A．tradition

B．dream

C．hobby

D．challenge

20.

A．discovery

B．bargain

C．difference

D．choice

7 . As a fifth grader, I loved my school. But since May Jordan, who was the tallest in our class and even in the school, transferred (转学) in, the school had become an ________ place. Although her ________ was frightening, it wasn’t a problem—her ________ was: She routinely bullied (欺凌) other students who were too afraid to defend themselves.

I had ________ to stay out of May’s sight and I wanted to keep it that way. But all that ________ when I showed up for school one morning with a new ________. It all started when my best friend said my hair was ________. I noticed May’s ________ but quickly looked away from her eyes. Then May said, “Somebody might cut off your beautiful braid (辫子)!” I got ________.

After getting home after school, I ________ what had happened with my mother. “Don’t be afraid of her. If she can see you’re not afraid, she’ll ________,” my mother said. “I bet she’s like everybody else—she just wants to ________ and make friends. Perhaps she just doesn’t know how as she is new here.

1 rolled my mother’s ________ around in my head. She did have a point—May wasn’t good at making friends. Maybe underneath her ________ was a regular fifth grader who ________ wanted to be liked. Did I have what it’d take to befriend May? I was unsure, but I wanted to find out.

The next day, after lunch, I ________ May and invited her to my house after school. “We could walk home together, if you like. Maybe watch TV?” I ________. Unexpectedly, May smiled and then said ________.

I don’t remember what we watched on television. But we became good ________. I’ve since learned that someone who looks ________ on the outside can really be just like everybody else.

1.

A．impressive

B．uncomfortable

C．energetic

D．accessible

2.

A．diet

B．grade

C．weight

D．height

3.

A．behavior

B．service

C．advice

D．speech

4.

A．managed

B．refused

C．pretended

D．failed

5.

A．mattered

B．appeared

C．existed

D．changed

6.

A．attitude

B．manner

C．hairstyle

D．habit

7.

A．ordinary

B．strange

C．nice

D．ugly

8.

A．glare

B．shout

C．touch

D．cry

9.

A．relieved

B．disappointed

C．excited

D．scared

10.

A．combined

B．shared

C．compared

D．replaced

11.

A．argue

B．agree

C．stop

D．continue

12.

A．go away

B．fit in

C．give up

D．fall behind

13.

A．promises

B．tests

C．stories

D．words

14.

A．weakness

B．toughness

C．smartness

D．politeness

15.

A．finally

B．hardly

C．suddenly

D．simply

16.

A．challenged

B．approached

C．cured

D．defeated

17.

A．opposed

B．apologized

C．offered

D．responded

18.

A．sorry

B．goodbye

C．yes

D．no

19.

A．friends

B．colleagues

C．competitors

D．relatives

20.

A．different

B．familiar

C．healthy

D．happy

8 . Several years ago, Sibill Schilter, a student at the University of Zurich, learned that her school was hiring people to test whether a smartphone App could help someone change their personality traits. Curious to learn more about herself, Schilter signed up. Maybe, she thought, she was a little too agreeable.

For decades, psychologists have debated whether these traits are fixed or changeable. The study that Schilter participated in was designed to test whether using an App daily for three months would be enough to create noticeable and lasting personality changes. Each participant chose one trait they wanted to increase or decrease.

The App, called PEACH (PErsonality coACH), works like a diary, a dashboard (仪表板), and a text messaging channel rolled into one. On the dashboard, users can see an overview of their goals, a calendar that shows their progress, and their tasks for the week. For instance, someone who wants to bemore careful may be assigned to do homework for one hour after coming home from classes. The App sends the user two push notifications every day to remind him/her, and if the user makes progress, it will show up on the dashboard.

Users can also talk with a sort of digital coach, a chatbot also named “Peach”, about their daily activities. The chatbot might ask which task they are working on or how stressed they are. Users can also choose to complete a daily diary, doing a self-assessment of five main personality traits. (For example: How would you describe yourself today — shy or outgoing?)

In a study published in February in Proceedings of the National, Academy of Sciences the researchers concluded that the App works. The study was conducted with 1,523 volunteers. Compared to the control group, the users who received the smartphone intervention showed more self-reported personality trait changes toward their goals.

Overall, friends, family members, or close partners who volunteered to observe the participants also noticed the personality changes, with both self-reported and observer-reported changes existing for three months after the end of the study.

1. Why did Sibill Schilter sign up for the test?

A．To understand her personality better.	B．To make changes to a smartphone App.
C．To make friends with outgoing people.	D．To learn more about goal-setting.

2. What are participants required to do before the test?

A．To use the App for three months.	B．To learn to establish realistic goals.
C．To share their dream with each other.	D．To consider the changes they want to make.

3. How does the App remind its users of their tasks?

A．By sending out a special signal.	B．By requiring them to keep a diary.
C．By sending messages to them.	D．By displaying their goals constantly.

4. What can we learn about the results of the study?

A．The App needs to be improved in many ways.

B．The App turns the users more outgoing.

C．The App can also influence the observers’ behavior.

D．The App has a lasting effect on the users’ personalities.

10 . Despite an ever-higher bar to grab the attention of students in large lecture hall, Tatiana Erukhimova, who teaches physics at Texas A&M University, has managed to get her students, as well as future generations, excited about the science.

Known as “Dr. Tatiana”, the professor performs physics tricks with boundless energy and enthusiasm in her videos. A range of everyday objects are used in her experiments, from pingpong balls and toilet paper to marshmallows, bicycle wheels and hair dryers. Videos of her dramatic demonstrations have received hundreds of millions of views across social media platforms.

However, things aren’t always easy. When she first started teaching college freshman classes two decades ago, she also struggled to grab the attention of her students. “I did not grab their attention on the first day-that was my mistake.” she says. “I missed this opportunity to bond with them from the very beginning, and then it took me a while to find my voice.”

By the second semester, she found her footing, adjusting her approach to get her students engaged. The key, she says, has been to make herself approachable and her instruction personal. And, of course, add showy demonstrations. “These demonstrations often help students to connect these abstract concepts with real life.” she says.

Physics department head Grigory Rogachev says Erukhimova’s work has helped bring visibility to the department, with about 2. 5 million subscribers on its department’s YouTube page, which has translated to a boost in research funds and physics major applicants.

As a leader in a STEM field in which women are underrepresented, she’s become a role model for some. Afiya Dhanani attended Texas A&M University after seeing Erukhimova’s videos online. “Watching Dr. Tatiana do the experiments online, especially since she was a female leader. Was more inspiring for me to even go into physics.” Dhanani said in an interview with CBS Mornings. That’s all Erakhimova says she can hope for -making physics less forbidding and more exciting.

1. What does Erukhimova’s online videos feature?

A．Rare materials.	B．Energetic presentation.
C．Plain demonstration.	D．Professional explanation.

2. Which saying explains Erukhimova’s initial failure to grab students’ attention 20 years ago?

A．All that glitters is not gold.

B．Sharp tools make good work.

C．First impressions are make or break.

D．A fall into the pit, a gain in your wit.

3. How does Erukhimova’s work contribute to the physics department?

A．It leads more students to change their majors.

B．It makes more people to know about the department.

C．It helps the department translate more research papers.

D．It attracts more physics professors to join the department.

4. Which word best describes Erukhimova as a leader in a STEM field?

A．Inspirational.

B．Underestimated.

C．Cooperative.

D．Ambitious.