1 . In shallow coastal waters of the Indian ocean, Dugong, a kind of sea cow, is in trouble. Environmental problems pose such a major threat to its survival that the International Union for Conservation of Nature (IUCN) upgraded the species’ extinction risk status(地位)to vulnerable (脆弱的).
Much worse, Dugongs are at risk of losing the protection of the Torres Strait Islanders, who have looked after them historically, hunting them for food sustainably and monitoring their numbers. These native people keep their biodiversity, and have deep knowledge about their environment. But these people are also threatened, in part because rising sea levels are making it difficult for them to live there.
This situation isn’t unique to Dugongs. A global analysis of 385 culturally important plant and animal species found 68 percent were both biologically vulnerable and at risk of losing their cultural protection.
The findings clearly illustrate that biology shouldn’t be the primary factor in shaping conservation policy,says anthropologist Victoria Reyes-García.When a culture declines,the species that are important to that culture are also threatened.“Lots of conservationists think we need to separate people from nature,” says Reyes-García. “But that strategy misses the caring relationship many cultural groups have with nature.”
One way to help shift conservation efforts is to give species a “bio-cultural status,”which would provide a fuller picture of their vulnerability. In the study, the team used a new way to determine a species’ risk of disappearing: the more a cultural group’s language use declines, the more that culture is threatened.The more a culture is threatened, the more culturally vulnerable its important species are. Researchers then combined a species’ cultural and biological vulnerability to arrive at its bio-cultural status. In the Dugong’s case, its bio-cultural status is endangered, meaning it is more at risk than its IUCN categorization suggests.
This new approach to conservation involves people that have historically cared for them. It can highlight when communities need support to continue their care. Scientists hope it will bring more efforts that recognize local communities’ rights and encourage their participation-taking advantage of humans’ connection with nature instead of creating more separation.
1. What is the relationship between the native people and Dugongs?| A．The native people help conserve Dugongs. |
| B．The native people train Dugongs to survive. |
| C．Dugongs ruin the native people’s environment. |
| D．Dugongs force the native people to leave home. |
| A．The protection policy is used incorrectly. |
| B．Culture is connected to species’ existence. |
| C．Many groups take good care of each other. |
| D．Conservationists prefer nature over people. |
| A．It involves more preservation efforts. |
| B．It relies on the IUCN’s classification. |
| C．It highlights the effect of human languages. |
| D．It assesses the biological influence of a species. |
| A．Conservative. |
| B．Favourable. |
| C．Critical. |
| D．Ambiguous. |
2 . The environmental practices of big businesses are shaped by a fundamental fact that offends our sense of justice. A business may maximize the amount of money it makes by damaging the environment and hurting people. When government regulation is effective, and the public is environmentally aware, environmentally clean big businesses may out-compete dirty ones, but the reverse is likely to be true if government regulation is ineffective and the public doesn’t care.
It is easy to blame a business for helping itself by hurting other people. But blaming alone is unlikely to produce change. It ignores the fact that businesses are not charities but profit-making companies, and they are under obligation to maximize profits for shareholders by legal means.
Our blaming of businesses also ignores the ultimate responsibility of the public for creating the conditions that let a business profit through destructive environmental policies. In the long run, it is the public, either directly or through its politicians, that has the power to make such destructive policies unprofitable and illegal, and to make sustainable environmental policies profitable.
The public can do that by accusing businesses of harming them. The public may also make their opinion felt by choosing to buy sustainably harvested products; by preferring their governments to award valuable contracts to businesses with a good environmental track record; and by pressing their governments to pass and enforce laws and regulations requiring good environmental practices.
In turn, big businesses can exert powerful pressure on any suppliers that might ignore public or government pressure. For instance, after the US public became concerned about the spread of a disease, transmitted to humans through infected meat, the US government introduced rules demanding that the meat industry abandon practices associated with the risk of the disease spreading. But the meat packers refused to follow these, claiming that they would be too expensive to obey. However, when a fast-food company made the same demands after customer purchases of its hamburgers dropped, the meat industry followed immediately. The public’s task is therefore to identify which links in the supply chain are sensitive to public pressure.
Some readers may be disappointed or outraged that I place the ultimate responsibility for business practices harming the public on the public itself. I also believe that the public must accept the necessity for higher prices for products to cover the added costs of sound environmental practices. My views may seem to ignore the belief that businesses should act in accordance with moral principles even if this leads to a reduction in their profits. But I think we have to recognize that, throughout human history, government regulation has arisen precisely because it was found that not only did moral principles need to be made explicit, they also needed to be enforced.
My conclusion is not a moralistic one about who is right or wrong, admirable or selfish. I believe that changes in public attitudes are essential for changes in businesses’ environmental practices.
1. The main idea of Paragraph 3 is that environmental damage__________.| A．is the result of ignorance of the public |
| B．requires political action if it is to be stopped |
| C．can be prevented by the action of ordinary people |
| D．can only be stopped by educating business leaders |
| A．reduce their own individual impact on the environment |
| B．learn more about the impact of business on the environment |
| C．raise awareness of the effects of specific environmental disasters |
| D．influence the environmental policies of businesses and governments |
| A．Meat packers stopped supplying hamburgers to fast-food chains. |
| B．Meat packers persuaded the government to reduce their expenses. |
| C．A fast-food company forced their meat suppliers to follow the law. |
| D．A fast-food company encouraged the government to introduce regulations. |
| A．Will the world survive the threat caused by big businesses? |
| B．How can big businesses be encouraged to be less driven by profit? |
| C．What environmental dangers are caused by the greed of businesses? |
| D．Are big businesses to blame for the damage they cause to the environment? |
3 . While English is getting more important in our schools, Chinese has become popular among foreign kids. But Chinese can be more difficult to learn. At least 16-year-old Piao Chenglong thinks so. “English is easier for me. Chinese characters (汉字) have too many strokes (笔画),” said Piao. “But I want to learn it. I want to study at Beijing University when I grow up.” Piao is from Korea. He came to China in 2008.
In Korea, there are more than 300, 000 Chinese learners like Piao. Some Korean students begin to learn to write the language on their first day at school. To help students learn Chinese, Korea holds speaking competitions for high school students every year.
Chinese isn’t just popular in Korea. People from all the world want to learn it. The Ministry of Education of China says that nearly 130 million people from 85 countries are learning Chinese. This number will be increasing to 800 million in the coming years.
In America, Chinese is the second most popular foreign language after Spanish. Some American middle schools have Chinese classes. Students learn to make jiaozi and tie Chinese knots (中国结). Some even try to write and draw in the Chinese way!
People want to learn Chinese because China is becoming such an important country. Foreign countries want to understand China better to help them with business. The Chinese government is also helping the world learn Chinese. It has sent more than 200 Chinese teachers to more than 60 countries in the world. Many more Confucius Institutes (孔子学院) will be set up in the world. These institutes will teach Chinese to foreign students.
1. Which of the following is the topic sentence for the text?| A．Chinese has become popular among foreign kids. |
| B．Chinese can be more difficult to learn. |
| C．In America, Chinese is the second most popular foreign language after Spanish. |
| D．Students learn to make jiaozi and tie Chinese knots. |
| A．China. | B．America. | C．Korea. | D．Spain. |
| A．making jiaozi |
| B．writing and drawing in the Chinese way |
| C．tying Chinese knots |
| D．singing Chinese songs |
| A．Because Chinese is getting more important in their schools. |
| B．Because Chinese characters have too many strokes. |
| C．Because the number of people learning Chinese will be 800 million. |
| D．Because China is becoming more and more important in the world. |
4 . When the company OpenAI developed its new artificial intelligence (AI) program, ChatGPT, in late 2022, educators began to worry. ChatGPT could create text that seemed like a human wrote it. How could teachers discover whether students were using language created by an AI chatbot to cheat on a writing task?
As a linguist who studies the effects of technology on how people read, write and think, I believe there are other more pressing concerns besides cheating. These include whether AI, more generally, threatens student writing skills, the value of writing as a process, and the importance of regarding writing as a tool for thinking.
As part of my research on the effects of AI on human writing, I surveyed young adults in the U.S. about some issues related to those effects. One participant said that at some point if you depend on predictive text, you’re going to lose your spelling abilities. Enter “Was Rom” into a Google search and you’re given a list of choices like “Was Rome built in a day”. Type “ple” into a text message and you’re offered “please” and “plenty”. These tools complete our sentences automatically, giving us little chance to think about our spelling, and continuously asking us to follow their suggestions.
Evan Selinger, a philosopher, worried that predictive texting reduces the power of writing as a form of mental activity and personal expression. “By encouraging us not to think too deeply about our words, predictive technology may change how we deal with each other,” Selinger wrote. “We give others more algorithms (算法) and less of ourselves. Automation can stop us thinking and the resulting text didn’t feel like mine anymore.”
I asked ChatGPT whether it was a threat to humans’ motivation to write. The bot responded: “There will always be a demand for creative, original content that requires the unique viewpoint of a human writer.” It continued: “Writing serves many purposes beyond just the creation of content, such as self-expression, communication, and personal growth, which can continue to encourage people to write even if certain types of writing can be automated.”
I was glad to find the program had seemingly admitted its limitations.
1. What is the author’s main concern about ChatGPT?| A．Whether it will lead to students’ cheating. |
| B．Whether it will shape students’ writing style. |
| C．How students will make use of it at school. |
| D．What effects it will have on students’ writing. |
| A．Give us more creative ideas. | B．Make us write like a machine. |
| C．Encourage us to think more deeply. | D．Make us tend to ignore grammatical mistakes. |
| A．Writing will become completely automated. | B．Robots will work with humans in writing. |
| C．Robot writing will become more creative. | D．Human writing will still matter a lot. |
| A．What impact will AI bring to writing? | B．What is the future of modern literature? |
| C．How to improve writing with AI’s help? | D．How to apply AI technology to education? |
5 . Could the next Ernest Hemingway or Jane Austen be a well-engineered AI software program? It’s a question becoming increasingly pressing as machine language-learning software continues to evolve.
Much of this is just nerves. Today’s AI creative writing programs are not yet at a stage of development where they pose a serious threat to Colleen Hoover or Charles Dickens. But while attention continues to focus on the possibility of a blanket takeover of human literature by AI, far less consideration has been given to the prospect of AI co-working with humans.
Earlier this month, American sci-fi writer Ken Liu, who had been awarded Hugo and Nebula to his name, joined 12 other professional authors for a writing workshop on Google’s Wordcraft. This AI tool, a language generating model, is not yet publicly available but is advertised as an AI-powered writing assistant that can, when given the right instruction from the writer, provide helpful descriptions, create lists of objects or emotional states, and even brainstorm ideas.
The writers at the workshop, however, emerged with mixed reports. “Wordcraft is too sensible. Wow!” Robin Sloan wrote. “But ‘sensible’ is another word for predictable, overused and boring. My intention here is to produce something unexpected.”
I’m unconvinced that writers awarded the Nobel Prize have much to fear from AI. Their work, and that of countless other novelists, short story writers, dramatists and poets, is too particular, too beautifully unique. Even if a model learned what they had done in the past, it would not be able to predict where their creativity might take them in the future. But for authors who write following a pattern, AI might step in, first as assistants before some day to authorship.
Production-line novels are nothing new. In the 1970s, Barbara Cartland, who wrote more than 723 books in her lifetime, many of which are romance bestsellers, would read her novels for her secretary to type up at the remarkable rate of roughly seven chapters a week. But already machine has replaced the secretary’s role. Perhaps creative writing software isn’t that far from replacing the Mrs. Cartlands of today.
1. Which aspect of AI calls for more attention?| A．Its damage to our nerves. |
| B．Its progress in literary studies. |
| C．Its cooperation with humans. |
| D．Its influence on human literature. |
| A．It generates novels automatically. |
| B．It outperforms professional writers. |
| C．Its works receive praises from the public. |
| D．Its works bear similarity to existing ones. |
| A．Increase writing speed. |
| B．Use diverse resources. |
| C．Produce creative works. |
| D．Follow the latest patterns. |
| A．Will AI Replace Human Writers? |
| B．AI Warns Mrs. Cartlands of Today |
| C．Is Writing Running into a New Era? |
| D．Word craft Lies at the Center of Debate |
6 . If anyone had told me three years ago that I would be spending most of my weekends camping, I would have laughed heartily. Campers, in my eyes, were people who enjoyed insect bites, ill-cooked meals, and uncomfortable sleeping bags. They had nothing in common with me.
The friends who introduced me to camping thought that it meant to be a pioneer.
I was, nevertheless, talked into going on another fun-filled holiday in the wilderness.
| A．This time there was no tent. |
| B．Things are going to be improved. |
| C．The trip they took me on was a rough one. |
| D．I was to learn a lot about camping since then, however. |
| E．I must say that I have certainly come to enjoy camping. |
| F．After the trip, my family became quite interested in camping. |
| G．There was no shade as the trees were no more than 3 feet tall. |
7 . This year, hundreds of people around the world are applying for a desired job to run Port Lockroy, the world’s most remote post office. The
Each year, the UK Antarctic Heritage Trust
Applicants are warned there’s not much time for relaxation and rest. Still, the job is highly
| A．centre | B．position | C．aim | D．unit |
| A．requirements | B．characteristics | C．virtues | D．activities |
| A．persuades | B．instructs | C．encourages | D．hires |
| A．exists | B．transforms | C．doubles | D．develops |
| A．tastes | B．talents | C．roles | D．backgrounds |
| A．temporary | B．historic | C．grand | D．magical |
| A．in favor of | B．in need of | C．in possession of | D．in charge of |
| A．paid | B．sought-after | C．hard-won | D．respectable |
| A．annually | B．weekly | C．monthly | D．daily |
| A．invited | B．devoted | C．related | D．drawn |
| A．joy | B．lesson | C．effort | D．shock |
| A．get along | B．show off | C．break through | D．give in |
| A．loneliness | B．eagerness | C．looseness | D．togetherness |
| A．consistent | B．rewarding | C．potential | D．pure |
| A．entrance | B．answer | C．attitude | D．introduction |
8 . The number of weather-related disasters has increased by five times over the past 50 years, the latest report by the World Meteorological (气象) Organization (WMO) said on September. However, thanks to improved early warning systems and disaster management, the number of death from these hazards (危险) has been almost three times less.
According to the WMO, from 1970 to 2019, weather, climate and water hazards accounted for 50 percent of all disasters. Among the top 10 hazards that led to the largest loss of human life during this period were droughts, storms, floods and extreme temperatures. However, deaths fell from over 50, 000 in the 1970s to less than 20, 000 in the 2010s.
“Weather, climate and water extremes are increasing and will become more frequent and severe in many parts of the world as a result of climate change,” says WMO Secretary-General Petteri Taalas.
“That means more heat waves, drought and forest fires such as those we have observed recently in Europe and North America. We have more water vapor in the atmosphere, which is worsening extreme rainfall and deadly flooding. The warming of the oceans has affected the frequency and area of existence of the most intense tropical storms.”
“Economic losses are increasing as exposure increases. But behind the statistics lies a message of hope. Improved multi-hazard early warning systems have led to a significant reduction in deaths. Quite simply, we are better than ever before at saving lives,” Taalas said.
1. What do we know from the first paragraph?| A．Disasters connected with weather have gone up. |
| B．The number of weather-related disasters has decreased. |
| C．The number of deaths from hazards has been increasing. |
| D．Early warning systems have made disasters decline much. |
| A．There will be more extreme weather. |
| B．Extreme rainfall will no longer exist. |
| C．Water vapor in the atmosphere will go down. |
| D．Humans will defeat extreme weather in the end. |
| A．Improved warning systems will save economic losses. |
| B．Economic losses are going down as exposure increases. |
| C．More lives will be saved thanks to early warning systems. |
| D．Improved early warning systems will control extreme weather |
| A．A novel. | B．A brochure. | C．A magazine. | D．A guideline. |
9 . Imagine driving behind a huge truck shooting clouds of smoke into the air while your new fully electric vehicle cleans up its carbon emissions (排放). This dream may soon be a reality. A team of students in the Netherlands has created an electric car that not only doesn’t produce carbon dioxide when driving, but actually pulls it out of the air.
The two-seater sports car was designed and built in less than a year by a team of 32 students at Eindhoven University of Technology. Called “ZEM”, which stands for “zero emission mobility”, the car is equipped with special devices that remove carbon dioxide from the air as it drives. The team says if ZEM is driven about 32,000 kilometers, it can remove 2 kilograms of carbon dioxide from the air. That’s not a huge amount. The team calculates that 10 ZEM cars on the road for a year would remove as much carbon dioxide as a typical tree does during that time. However, they also point out that there are over a billion passenger cars in the world that could be using this technology. And if a billion cars were removing carbon dioxide instead of producing it, the result would be huge.
ZEM also has several other innovations that help to make it more capable of being sustained: the car’s frame and panels (面板) are 3D printed to reduce waste; it was built using recycled and recyclable materials; and it can be easily taken apart so that many of its parts can be reused. ZEM’s battery is also reusable, and has another handy feature: it can be charged with solar panels on the car’s roof—and can even be used to provide power to your house when the car isn’t on the road.
According to the statistics, transportation was responsible for over 20% of global carbon dioxide emissions in 2020—and of those emissions, cars were responsible for 41%. The Eindhoven team says its goal is to challenge the electric car industry: If 32 students can build a car like this in less than a year, then surely car manufacturers (生产商) are expected to adopt these innovations, too.
1. What is special about ZEM?| A．It can end the world’s CO2 release. |
| B．It can cut the truck’s CO2 emissions. |
| C．It can reduce the level of CO2 in the air. |
| D．It can absorb dirty air as well as CO2. |
| A．To demonstrate a superb vision of ZEM cars. |
| B．To explain how ZEM removes CO2 as trees do. |
| C．To illustrate the ongoing change in car making. |
| D．To show the influence of ZEM on the car market. |
| A．They are of high quality. | B．They are easy to process. |
| C．They are convenient to print. | D．They are environmentally friendly. |
| A．Sharp decline in fuel consumption. | B．Mass production of ZEM cars. |
| C．Big success in beating other car makers. | D．Dramatic changes in transportation. |
10 . Pacific Science Center Guide
◆Visit Pacific Science Center’s Store
Don’t forget to stop by Pacific Science Center’s Store while you are here to pick up a wonderful science activity or souvenir to remember your visit. The store is located(位于) upstairs in Building 3 right next to the Laser Dome.
◆Hungry
Our exhibits will feed your mind, but what about your body? Our café offers a complete menu of lunch and snack options, in addition to seasonal specials. The café is located upstairs in Building 1 and is open daily until one hour before Pacific Science Center closes.
◆Rental Information
Lockers are available to store any belongings during your visit. The lockers are located in Building 1 near the Information Desk and in Building 3. Pushchairs and wheelchairs are available to rent at the Information Desk and Denny Way entrance. ID required.
◆Support Pacific Science Center
Since 1962, Pacific Science Center has been inspiring a passion(热情) for discovery and lifelong learning in science, math and technology. Today, Pacific Science Center serves more than 1.3 million people a year and brings inquiry-based science education to classrooms and community events all over Washington State. It’s an amazing accomplishment and one we cannot achieve without generous support from individuals, corporations, and other social organizations. Visit pacificsciencecenter.org to find various ways you can support Pacific Science Center.
1. Where can you buy a souvenir at Pacific Science Center?| A．In Building 1. |
| B．In Building 3. |
| C．At the the Laser Dome. |
| D．At the Denny Way entrance. |
| A．Train Science teachers. |
| B．Distribute science books. |
| C．Inspire scientific research. |
| D．Take science to the classroom. |
| A．To encourage donations. |
| B．To advertise coming events. |
| C．To introduce special exhibits. |
| D．To tell about the Center’s history. |
