1 . One Saturday last November, I stepped into my local library. I was about to read a book when I heard an elderly man speak to a lady. “This library will soon become a cafe. Everyone is reading with electronic devices,” he said. Hearing this, I wanted to shout, “I still read library books!” But my words stuck in my throat and I found teenagers around me were talking to friends or staring at their phones.
Reading online feels robotic to me. It’s like I stare at a screen and click “next” for the following page to appear until the very end of the e-book, and at the end of all of that, I just think, “That’s it?” But when I read a printed book, it’s like I’m holding on to the characters. I can imagine the plot better, as I can picture the scenes of each moment in my head with more accuracy and imagination.
Besides, some online books miss components that are in the printed novels. For instance, the physical copy of a fantasy novel I have read contains a map, but the e-book version does not. That is an injustice to e-book users; after reading and understanding the map, the story made a lot more sense for me, in terms of the setting and plot.
And personally, physically turning to the next page is better than clicking “next”. When reading online, I sometimes worry that I click “next” too quickly. It feels more like a race; I want to finish it because the pages just keep making that “flipping” sound and I wonder how long the book really is.
Some printed books have a special smell that makes the novel feel special to me. It’s hard to describe but I’m sure I’m not the only one that thinks so. I know I cannot convince every teen to switch from the digital book to the printed one, but maybe my writing about the difference will at least get some of them to think about it.
1. Why will the library be replaced by a cafe?| A．Few people head for it. | B．It lacks good management. |
| C．Few people read its books. | D．It holds little attraction for the youth. |
| A．They include additional contents. | B．They provide a strong connection to the characters. |
| C．They have a special pleasant smell. | D．They can improve readers’ imagination. |
| A．To inspire teenagers’ interest in reading. | B．To show advantages of printed books. |
| C．To reduce the impact of electronic devices. | D．To encourage teens to change the reading medium. |
2 . Disability is an unavoidable outcome of living. There is no perfect body or mind.“ And there is no normal body or mind. In other words, no one is perfectly ”able". Everyone faces limitations, and some might face more severe limitations at different times in life through age, illness, or other unexpected occurrences. Having a disability, however, should not stop anyone from learning. As a result of several recent international movements, schools in nations around the world now provide inclusive education, which means that students with disabilities have access to the common curriculum (课程) in the general education classroom.
English language instructors need to provide equal instruction to all learners in inclusive settings. Online learning has made it possible for many students with different kinds of disabilities to access classes and learning materials that were once out of reach or difficult to obtain. However, whenever teachers do not adopt necessary measures to accommodate as widely as possible in digital spaces, they sometimes unknowingly create barriers for students with disabilities. It is our responsibility as educators to be aware of that.
While we are acquiring or updating skills for teaching online, we should give equal attention to understanding how to accommodate students with disabilities in a digital learning environment. When we do not make our classes accommodating to all students, some students are left behind through no fault of their own. Whenever we work to create inclusive, learning environments, we provide support for all students, with or without disabilities.
The online learning environment provides multiple ways to make learning interesting through media and technology tools. It is important not to use technology just for the sake of attracting attention, however, but to use it because it has a learning purpose that you are clear about. For instance, don’t show a video just because it’s fun, but because it helps achieve a learning goal.
1. What can be inferred from the first paragraph?| A．Inclusive education has limitations. | B．It is unavoidable to have a disability. |
| C．The disabled should have equal chances to learn. | D．Those with disabilities have difficulty in learning. |
| A．Online learning. | B．Instructors’ help. | C．The digital space. | D．The updating skill. |
| A．He is a doctor. | B．He is an educator. |
| C．He teaches English. | D．He does research on disabilities. |
3 . Twenty years ago, I was months into my first job at a start-up independent publishing company in New York.One afternoon, I
Back then, I was much less
Later, I wrote a check,
That
| A．came across | B．rushed onto | C．passed by | D．looked for |
| A．visit | B．help | C．rescue | D．introduce |
| A．return | B．explain | C．connect | D．distribute |
| A．determined | B．objective | C．organized | D．professional |
| A．ticket | B．card | C．gift | D．book |
| A．parcel | B．wallet | C．envelope | D．bottle |
| A．cancel | B．reject | C．provide | D．accept |
| A．Naturally | B．Unexpectedly | C．Doubtfully | D．Disagreeably |
| A．embarrassed | B．disturbed | C．annoyed | D．dissatisfied |
| A．gave away | B．checked out | C．laughed off | D．sent back |
| A．lost | B．unfolded | C．noticed | D．enclosed |
| A．appreciation | B．admiration | C．amazement | D．approval |
| A．destroyed | B．inspired | C．formed | D．reported |
| A．romantic | B．generous | C．emergent | D．symbolic |
| A．force | B．allow | C．warn | D．remind |
4 . New findings suggest that when it-comes to learning, the snake may be quite a bit like humans. David Holtzman, a scientist at the University of Rochester, has found that snakes have a much greater capacity for learning than earlier studies had indicated.
Holtzman’s study challenged 24 snakes to escape from a black plastic container the size of a child’s pool. Cards mounted on the container’s walls and tape on its floor provided the snakes with visual and touchable signals to find their goal: holes in the container’s bottom that offer a dark, comfortable spot to hide.
Simply falling into a hole isn’t the only proof that the snakes are learning something, though. “Speed to find that goal is one of the measures which shows they’re learning,” Holtzman says. “On average, they take over 700 seconds to find the correct hole on the first day of training, and then go down to about 400 seconds by the fourth day of training. Some are actually very fast and find it in less than 30 seconds.”
Studies dating back to the 1950s interpreted snakes’ awkwardness with mazes(迷宫)as a poor reflection on their intelligence. “Early attempts to study snake intelligence were problematic because the studies used mazes as testing arenas(场地)-as though snakes might be expected to run through mazes in the same way mice run through mazes,” says Peter Kareiva, a professor of zoology. “Snakes do not encounter anything like mazes in nature, and they do not learn how to run mazes in laboratory conditions.”
Holtzman also found a few age-based differences in the signals the snakes use. Young snakes appear to be more adaptable and resourceful, using a variety of clues to find their way to the exit.But their elders seem to rely much more heavily on visual clues. “Actually, one of the amazing findings from our studies is that snakes do use vision in locating places,” says Holtzman. “They don’t just rely on the chemical clues picked up by sticking their tongues out, as many snake biologists assume.”
1. What is the function of the cards and tape?| A．To direct the snakes to the exits. |
| B．To protect the snakes from bright lights. |
| C．To cover the holes at the container’s bottom. |
| D．To make the container a comfortable spot to stay. |
| A．They are skillful escapers. | B．They are good learners. |
| C．They communicate with each other. | D．They adapt to environments quickly. |
| A．They chose the wrong testing arenas. |
| B．They failed to do tests in laboratory conditions. |
| C．They referred to studies dating back to the 1950s. |
| D．They compared snakes with a different kind of animal. |
| A．They rely on sight to find their way. |
| B．They leave chemical clues everywhere. |
| C．The young beat their elders in many ways. |
| D．Their tongues are unable to recognize chemical clues. |
5 . At first look, the playground at the Children’s Guild-Transformation Academy in Baltimore, Maryland, looks like any other. It has swings, slides, and places for children to climb and crawl. But the playground is not just a place for fun. It is also a place where students can learn, grow and gain independence. Everything — from the kind of surface it sits on, to the color of its sitting areas, to the placement of the surrounding fence — is specifically designed for kids with autism (自闭症).
Mark Rapaport is the managing director of autism services at the Transformation Academy. He said the school accepts students aged 5 to 21 with autism spectrum disorder (ASD) and are lower-functioning.
Rapaport said the goal of Transformation Academy is to make the students as independent as possible in an effort to help them prepare for adult life. The school aims to provide help with developing communication and social skills, as well as practical abilities like cleaning or cooking.
The playground designed by Maryland company Sparks@Play, using structures manufactured by Landscape Structures, Inc. took a month to develop, said Dan Hack. He works for Sparks@Play and helped lead the playground’s design. Hack said he and others spent weeks getting to know the students and understanding their needs before any building was started. The design process involved physical therapists, occupational therapists, and other specialists. The huge $500,000 project was funded with support from the state of Maryland and the nonprofit Orokawa Foundation.
Parts of the playground that seem small are very important for children with autism and other disabilities. The surrounding fence extends into a wooded area to make it seem more open. And the ground under the play areas is made of soft, but solid materials to support students using wheelchairs or crutches. The benches on the outside of the playground look simple from far away, but are “one of our most inclusive sensory” elements, Hack said. They have many different colors that bring about feelings of calm and curiosity. They are also made with smooth material that can be felt and moved. The academy’s Rapaport said if a child starts to feel uneasy, they can sit down and feel the bench, which can help them relax.
1. Why is the playground in Baltimore designed with special materials?| A．To make it superior to other playgrounds. | B．To better serve children with autism. |
| C．To improve the quality of the playground. | D．To make it easier for kids to climb and crawl. |
| A．It took a month to complete the project. | B．The design process is simple and easy. |
| C．The result of the project is uncertain. | D．It’s a money-consuming project. |
| A．The scale and the structure of the playground. |
| B．Ways for kids to free from the stress and relax themselves. |
| C．The underlying logic and reasonable factors of the playground. |
| D．The advantages of the playground for autism and disabled kids. |
| A．Advanced. | B．Environmental-friendly. | C．Functional. | D．Convenient. |
6 . Free Community Swap
Contact:Catherine Crawford, (718) 809-1603 ccrawford@grownyc.org
Jon Klar, (646) 530-0381 jklar@grownyc.org
New Yorkers looking to reduce, reuse, and save money this year are invited to participate in Stop ‘N’ Swap, a free community event organized by local nonprofit GrowNYC.
The average NYC household throws away about 2,000 pounds of waste a year. By reusing through events like Stop ‘N’ Swap, NYC residents can take part in saving over 40 million pounds of material from landfill every year. Take a break from shopping, support a cleaner future, and join the ever-growing reuse community!
WHAT: Free Stop ‘N’ Swap Community Reuse EventWHEN: February 19th，12pm-3pm
WHERE: Bronx Works Classic Community Center-286 East 156th Street, Bronx, NY 10451
The public is invited to bring clean and reusable items. No one is required to bring something to take something-you can simply show up with a bag and see what’s free for the taking. Books, toys, clothing, and electronics are just some of the offerings. Furniture and other large items are not accepted at the swap. Anything leftover at the end of the day is donated or recycled.
Stop ‘N’ Swaps have developed a regular following among environmentally conscious New Yorkers. After almost two years without swaps, GrowNYC has set a goal of hosting one swap in each of the city’s 59 community districts each year, providing opportunities to make NYC truly livable-a place where every person can enjoy a healthier life.
1. What should you do to get more information from Catherine?| A．Cal1 (646) 530-0381. | B．Cal1 (718) 809-1603. |
| C．Email jklar@grownyc.org. | D．Visit 286 East 156th Street, Bronx. |
| A．Dry-as-dust books. | B．Old-fashioned clothes. |
| C．Out-of-date electronics. | D．Second-hand furniture. |
| A．To make NYC a better place to live. |
| B．To enrich New Yorkers’ community life. |
| C．To reduce the cost of dealing with waste in NYC. |
| D．To encourage districts to compete in sustainability. |
7 . I was 68 when I first stepped on stage as a comedian in 2003. I’d never set foot in a comedy club before. I’ve always been a performer —I’ve worked as a singer, actor and musician —but all that came to an end after 9/11. I live in New York, and we watched the twin towers fall from my apartment building. For a year afterwards, nobody wanted to go out or be entertained.
It was then that I started to think about comedy. I realised people needed to laugh, to enjoy themselves again, and thought that with a little training I could do it. I took a few classes, tried to work out a routine, and finally plucked up the courage to get up on stage. That first time was terrifying. I had no idea what the audience would make of me.
In New York, comedians are typically young men with beards. It’s hard enough to break through as a woman, even harder as someone old enough to be their grandmother. As I stepped on stage that first time, people laughed nervously. They were clearly surprised to see me. I introduced myself, stated my age and tried my first joke. There was silence. But by the time I got to the third line, people were properly laughing, I was addicted.
Now my sets differ. I might be on stage for 10 minutes in front of a dozen people, or my one-woman show is a full hour in front of a crowd of 100. Even today, I’m nervous before I step out. My first line is, “Hello, everybody. I’m 88 and three-quarters years old. I’m telling you that in case I don’t make it all the way through the show.” Then people laugh and I relax.
After a show, people young and old come up to me, saying what an inspiration I am. They say they want to be as active as me when they reach my age. I’m pleased I can show that as an older person you don’t need to take a back seat in life.
I’ve no intention of stopping comedy. I’m taking all these pills, trying to stay alive, and I hope to still be performing when I’m 100. My goal is to still be up there making people laugh. It’s hard work, but it stops me being bored. I’d only be playing golf otherwise
1. What made the writer take up comedy?| A．She wanted to overcome her fears | B．She wanted to brighten others’ lives |
| C．She was unwilling to quit performing | D．She wanted to work out a routine |
| A．To show the challenge she was facing | B．To explain her attraction to the job |
| C．To illustrate her special advantage | D．To describe her new friends in comedy |
| A．She now performs before larger audiences |
| B．She no longer feels nervous before performances |
| C．She remains on the stage for a longer time |
| D．She has learned to make a joke of her age |
| A．Age is just a number | B．Old age brings greater wisdom |
| C．Old age means a chance to sit back | D．Being elderly means you have to slow down |
8 . At graduation ceremonies, it’s common to see parents proudly cheering and clapping for their kids. But have you ever seen it
The video shows Shivaee’s dad, Aashish, walking up to the stage to
The dad,
“This ceremony would have been
Shivaee was barely 3 years old when the video was taken in 2022. That makes the
| A．show | B．happen | C．change | D．return |
| A．secretly | B．patiently | C．shyly | D．loudly |
| A．pick up | B．show off | C．apply for | D．hand out |
| A．observes | B．decorates | C．occupies | D．approaches |
| A．laughter | B．encouragement | C．suspicion | D．opposition |
| A．confused | B．embarrassed | C．relieved | D．touched |
| A．share | B．imagine | C．choose | D．recollect |
| A．news | B．name | C．plan | D．prize |
| A．professors | B．audiences | C．graduates | D．kids |
| A．heartwarming | B．special | C．incomplete | D．unbearable |
| A．words | B．story | C．ideas | D．optimism |
| A．Thanks to | B．Regardless of | C．Rather than | D．As for |
| A．challenge | B．achievement | C．opportunity | D．contribution |
| A．father | B．dream | C．girl | D．scene |
| A．popular | B．awake | C．alive | D．hopeful |
9 . Building artificial intelligences that sleep and dream can lead to more dependable models, according to researchers who aim to mimic (模仿) the behavior of the human brain.
Concetto Spampinato and his research members at the University of Catania, Italy, were looking for ways to avoid a phenomenon known as “disastrous forgetting”, where an AI model trained to do a new task loses the ability to carry out jobs it previously excelled at. For instance, a model trained to identify animals could learn to spot different fish species, but then might lose its ability to recognize birds. They developed a method of training AI called Wake-Sleep Consolidated Learning (WSCL), which mimics the way that our brains reorganize short-term memories of daily learning when we are asleep.
Besides the usual training for the “awake” phase, models using WSCL are programmed to have periods of “sleep”, where they analyze awake data from earlier lessons. This is similar to human spotting connections and patterns while sleeping.
WSCL also has a period of “dreaming”, which involves novel data made from combining previous concepts. This helps to integrate previous paths of digital “neurons (神经元)”, freeing up space for future concepts. It also prepares unused neurons with patterns that will help them pick up new lessons more easily.
The researchers tested three AI models using a traditional training method, followed by WSCL training. Then they compared performances for image identification. The sleep-trained models were 2 to 12 percent more likely to correctly identify the contents of an image. They also measured an increase in how much old knowledge a model uses to learn a new task.
Despite the results, Andrew Rogoyski at the University of Surrey, UK, says using the human brain as a blueprint isn’t necessarily the best way to boost AI performance. Instead, he suggests mimicking dolphins, which can “sleep” with one part of the brain while another part remains active. After all, an AI that requires hours of sleep isn’t ideal for commercial applications.
1. WSCL was developed to help improve AI’s ______.| A．reliability | B．creativity | C．security | D．popularity |
| A．Generate new data. | B．Process previous data. |
| C．Receive data for later analysis. | D．Save data for the “awake” phase. |
| A．The application of WSCL. | B．The benefits of AI research. |
| C．The findings of the research. | D．The underlying logic of WSCL. |
| A．Cautious. | B．Prejudiced. | C．Pessimistic. | D．Unconcerned. |
10 . Initial conversations can have a huge impact on how relationships develop over time. People are often stuck in the impressions they think they might have made the minute they finish speaking with someone for the first time: “Did they like me or were they just being polite?” “Were they deep in thought or deeply bored?”
To find out whether these worries are necessary, we have conducted nearly 10 years of research. In our studies, participants in the UK talked with someone they had never met before. Afterward, they were asked how much they liked their conversation partner and how much they believed that their conversation partner liked them. This allowed us to compare how much people believed they were liked to how much they were actually liked.
Time and time again, we found that people left their conversations with negative feelings about the impression they made. That is, people systematically underestimate how much their conversation partners like them and enjoy their company — a false belief we call the “liking gap”.
This bias (偏见) may seem like something that would occur only in initial interactions, but its effects extend far beyond a first impression. Surprisingly, the liking gap can constantly affect a variety of relationships, including interactions with coworkers, long after the initial conversations have taken place. Having a larger liking gap is associated with being less willing to ask workmates for help, less willing to provide workmates with open and honest feedback, and less willing to work on another project together.
There are numerous strategies to minimize your biased feelings. One place to start is shifting your focus of attention. Try to direct your attention to your conversation partner, be genuinely curious about them, ask them more questions, and really listen to their answers. The more you’re zeroed in on the other person, and the less you’re focused on yourself, the better your conversation will be and the less your mind will turn to all the things you think you didn’t do well.
1. Why did the author carry out 10 years of research?| A．To dismiss national concerns. | B．To check out a potential bias. |
| C．To enhance human communication. | D．To develop harmonious relationships. |
| A．Fewer chances of new projects. | B．Underestimation of their ability. |
| C．Bad relationships with people around. | D．Low willingness to interact with others. |
| A．Restate opinions. | B．Deliver warnings. | C．Give suggestions. | D．Make a summary. |
| A．Liking Gap May Influence Work Performances |
| B．First Impressions Rely On Initial Conversations |
| C．People Probably Like You More Than You Think |
| D．How People Like You Matters Less Than You Assume |
