1 . In the eyes of many environmentalists, the world appears to be getting worse. They believe, the natural resources are running out and the air and water are becoming ever more polluted. But if we check the facts, things look different. Energy has become more abundant, not less so. Fewer people are starving. What seems to cause this gap between perception and reality?
One factor is the prejudice in scientific research. Scientific funding goes mainly to areas with many problems. That may be wise policy, but it will also create an impression that there are more potential problems than actually exist.
Secondly, environmental groups seek attention from the mass media. They also need to get continuous financial support. Understandably, perhaps, they sometimes exaggerate (夸大) their arguments. In 1997, for example, the World Wide Fund for Nature issued a statement titled: “Two thirds of the world’s forests lost forever”. The truth turns out to be near 20%.
The media can add to confusion too. People tend to be more curious about bad news than good. Newspapers and broadcasters are there to provide what the public wants. That, however, can lead to significant misinterpretations. For example, when a natural disaster happens, the media usually highlights the negative parts, giving more attention to the disaster’s details and what happens afterward. This flood of bad news can make people think that such events are more frequent or serious than they actually are. Consequently, people may develop a sense of insecurity, despite statistically low probabilities of similar events happening to them.
Another factor is people’s poor perception. People worry that vaccines can cause severe side effects or long-term health problems. Despite extensive scientific evidence demonstrating their safety and effectiveness, some individuals remain hesitant due to unfounded fears.
It is crucial that we look at the facts if we want to make the best possible decisions for the future. It may be costly to be overly optimistic – but more costly still to be too pessimistic.
1. What aspect of scientific research does the writer worry about in paragraph 2?| A．The need to produce results. | B．The selection of research areas. |
| C．The lack of financial support. | D．The desire to solve research problem. |
| A．To show how influential the mass media can be. |
| B．To show how effective environmental groups can be. |
| C．To show how the mass media can help groups raise funds. |
| D．To show how environmental groups overstate their claims. |
| A．educate readers | B．mislead readers |
| C．meet readers’ expectations | D．encourage readers’ feedback |
| A．Making decisions based on reality. | B．Balancing optimism and pessimism. |
| C．Being optimistic to avoid costly mistakes. | D．Addressing the environmental crisis gradually. |
2 . Is art boring? It’s not, really. I don’t think so, at least. But there’s a problem with how we look at art, how we approach it.
Museums are formal and strangely dry. There’s no embrace. Barriers prevent us from leaving the path set by the curator (馆长). Glass traps the paintings permanently in their frames – an invisible barrier that prevents us from ever getting close to the art, from touching it, feeling it. Guides and guards are constantly observing us, stopping us from taking photos, or using selfie sticks, or talking too loud. Museums have too many rules. And they’ve made our art boring.
We should be able to see art, to sometimes touch it. How can we feel any connection to the world? Art is a way to connect to the world, and yet so much of our art (and it is our art, not theirs, not yours — but ours) is unreachable.
Why can’t we laugh in museums? Why can’t we take silly selfies in front of art, our tongues sticking out, our hands in the air? Art is not boring and yet, we as a society, have made it so. We’ve trapped incredible artists behind glass boxes, with random rules governing noise levels, lights, flashes, sounds, photos, selfies, pens & pencils.
I love art. I think it has this incredible power to change our world. It can move us — as individuals, or as a collective society. Art is so often a window to something else. And yet we’ve allowed museums and galleries and collectors to prevent us from ever opening those windows.
Don’t get me wrong. I enjoy art museums. There are many fantastic ones around the world. And without so many wonderful curators and collectors, we wouldn’t be able to enjoy much of the art that is created -the masterpieces and the newer, more contemporary (and sometimes crazy) art. But at the same time, we’ ve allowed museums too much control.
They’ve taken our art. They’ve controlled our world. And our world, our art — it’s not meant to be controlled. It’s meant to be experienced — however that may be. It’s an individual, personal choice. Let’s take back our art, our museums. And take some selfies.
1. According to the writer, how may visitors to museums feel?| A．Interested. | B．Unwelcome. | C．Excited. | D．Ashamed. |
| A．The writer believes that art should never be kept in museums. |
| B．The writer is losing his love of art due to museums’ policies. |
| C．The writer believes museums are taking away the power of art. |
| D．The writer believes that art should be replaced by something else. |
| A．Help me. | B．Control me. | C．Misunderstand me. | D．Frighten me. |
| A．All of us can create art. | B．Museums are of little use. |
| C．Admission to museums should be free. | D．Museums should give visitors more freedom. |
3 . It was 8:30 am. Traffic was at
An untidy boy of ten
The boy turned to the traffic, holding the old lady’s hand, and I
The old lady glanced around, determined to
The old lady safely
I watched with a lump in my throat and a(n)
| A．full | B．broken | C．gentle | D．smooth |
| A．hopefully | B．patiently | C．anxiously | D．casually |
| A．car | B．road | C．figure | D．gap |
| A．ignored | B．approached | C．introduced | D．matched |
| A．nodded | B．shook | C．lowered | D．raised |
| A．trust | B．weakness | C．relationship | D．embarrassment |
| A．forgot | B．noted | C．delayed | D．accepted |
| A．sped | B．flowed | C．grew | D．thinned |
| A．praise | B．seek | C．protect | D．spot |
| A．pushing | B．pulling | C．guiding | D．dragging |
| A．heavily | B．finally | C．suddenly | D．pitifully |
| A．relief | B．disappointment | C．exhaustion | D．kindness |
| A．moved | B．lifted | C．abandoned | D．delivered |
| A．doubt | B．expression | C．tear | D．stare |
| A．memory | B．encounter | C．route | D．mistake |
4 . 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 |
5 . 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. |
6 . 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 |
7 . We’re often told to follow our dreams, and one person in Canada has done just that after building a wonderland for animals. In his own backyard, the eight water features which Robert Perkins dug into the ground are now a shelter for birds, frogs, beavers (河狸) and other animals in the middle of suburban development. But for Perkins, creating habitat for wildlife is not only about doing his part to help the environment. It’s a labor of love for a woman he met when he was 16 years old.
Perkins met Rhonda in 1974 and the two of them hit it off. They both loved animals, and she always wished to have a place where they could live in harmony with the land. Rhonda, whom Perkins stayed with all his life, passed away in 2006. Perkins resolved to build a wonderland where her spirit could stay in peace.
Ignoring planning departments and neighbors alike, Perkins began digging large holes for water to flow. Over the course of nine years his property went from being a neighborly headache to a perfect home for wildlife.
Perkins says he won’t take all the credit for the wetland he built. When Perkins started creating the wildlife habitat in the early 2000s, a family of beavers got wind of it soon and claimed the land. “When we built our subdivisions, we cleared all the trees, dried the hills, drove all the water down to the lakes... In turn, the beavers helped dam (筑坝) and purify the water.”
Wetland habitats not only attract wildlife, but probably offer the most complete package of ecosystem services, including preventing pollution, enriching the soil, and promoting the well-being of wildlife species.
Perkins says he doesn’t need to wonder what Rhonda might think of the place; he feels her presence whenever he walks alone among the trees, the grass, and the ponds, looking at birds or beavers, and listening to the songbirds and frogs. Perkins hopes his project will one day become an educational place that local people can visit to learn about the importance of wetlands.
1. Why did Perkins build the water features?| A．To fulfill his childhood dream. | B．To show his love for his wife. |
| C．To preserve endangered wildlife. | D．To adapt to suburban development. |
| A．Effortless but creative. | B．Discouraging but efficient. |
| C．Painful but influential. | D．Demanding but rewarding. |
| A．Perkins had a strategic plan for it. | B．Human’s role in it was overvalued. |
| C．Nature itself also played a part in it. | D．Beavers were invited to help with it. |
| A．To help spread his story. | B．To be a recreational spot. |
| C．To bring economic value. | D．To serve as an inspiration. |
8 . Over the last two million years, our species has experienced a significant increase in brain volume, contributing to our perceived intelligence and dominance. However, recent research led by Jeremy DeSilva from Dartmouth College reveals an unexpected turn: our brains diminished (缩减) in size after the last Ice Age, about 3,000 to 5,000 years ago.
Contrary to the initial belief that brain size reduction matched the appearance of agriculture 10,000 years ago, DeSilva’s team points to a more recent period marked by the flourishing and advancement of ancient civilizations in North Africa, the Middle East, and South America. They suggest that the shrinkage may be linked to the development of cooperative societies and what researchers term “Collective intelligence,” where group problem-solving goes beyond individual capabilities.
Inspiration for this idea came from observations of “ultra-social” insects like ants, where smaller-brained individuals succeed in highly cooperative societies. The researchers suggest that as human societies became more organized over the past 3,000 years, the need for an individually large brain to store information about food, relationships, and the environment diminished. Instead, information could be collectively stored within social circles, towns, and groups.
The rise of external information storage, including books, personal devices, and the internet, further lessened the demand on individual brains, allowing them to operate more efficiently. While the average human brain volume remained around 1,450 cubic centimeters for the past 150,000 years, it decreased by approximately 10%, or up to 150 cubic centimeters, in the last few millennia. This reduction in brain size is not a direct consequence of shrinking bodies, as the relative size to body proportion also decreased.
Importantly, researchers advise against equating brain size with intelligence, suggesting that our mental circuitry (回路) may have evolved to be more efficient, similar to the advancements seen in the evolution of computer sizes from room-filling to pocket sized.
1. What does the recent research by Jeremy DeSilva reveal?| A．Agriculture appears 10,000 years ago. |
| B．“Ultra- social” insects become more organized. |
| C．The human brain size diminishes after the last Ice Age. |
| D．Group problem-solving goes beyond individual capabilities. |
| A．the advancement of ancient civilizations |
| B．the change of the environment |
| C．decreased external information storage |
| D．cooperative societies and “collective intelligence” |
| A．Decreased body proportion leads to smaller brains. |
| B．A larger brain guarantees higher intelligence. |
| C．People should prioritize brain size over mental circuitry. |
| D．Social factors have lessened the demand on individual brains. |
| A．Surprising Changes in Human Brain Volume. |
| B．Social Adaptation and Human Brain Shrinkage. |
| C．The History of Brain Size Reduction in Humans. |
| D．Exploring the Evolution of Human Cognitive Abilities. |
9 . Teaching comedy is a delicate craft that Shakespeare Theatre Company’s Teaching Artists handle with expertise. Sabrina Mandell, specializing in clowning and physical comedy, believes in starting with examples of what she finds funny, helping students understand humor and its subtlety (微妙之处). She emphasizes the importance of discovering what works for individuals rather than specifying a right way.
Overcoming fear is crucial in comedy, with Mark Jaster noting that comedians must be willing to push beyond social norms. Sabrina also advocates opening up emotionally, recognizing the closeness of laughter and tears. After all, pushing students to face fear head-on can tap into their full comedic potential.
Precision is also essential in comedy, requiring crisp, clean, and well-timed performance. Jim Gagne emphasizes the need for precision in comedy compared to the flexibility allowed in drama. Teaching comedic timing is challenging, with some students naturally possessing the talent, while others need more guidance to refine this essential skill. Jim, however, believes it can be developed through awareness, practice, and thorough exploration.
Play and fun are crucial in teaching comedy. Sabrina emphasizes the importance of rediscovering the joy of play. Mark envisions a comedy lab where exploring its mysteries is as significant as its performance.
Despite the desire for laughs, teachers emphasize the importance of storytelling within comedic scenes. Jim provides a valuable insight: “In drama, you throw the dishes down; in comedy, you throw them up.” This comparison underscores that comedy demands a different approach, one that is more lighthearted and humorous. Nevertheless, the ultimate goal is to truly engage the audience and genuinely make them laugh.
1. What does Sabrina Mandell find important when teaching comedy?| A．Conveying her sense of humor to students. | B．Prioritizing storytelling over humor. |
| C．Focusing on creating physical humor. | D．Inspiring students to explore their humor. |
| A．fear is one of the primary sources of humor | B．comedians need to go beyond social conventions |
| C．laughter and tears enhance the comedic effect | D．it enables people to unlock comedic potential |
| A．He considers it merely a natural gift. |
| B．He emphasizes precision more in comedy than in drama. |
| C．He thinks teaching precision requires a sense of timing. |
| D．He believes precision in comedy is similar to flexibility in drama. |
| A．Comedy aims to find out mysteries. |
| B．Comedy requires a serious and dramatic approach. |
| C．Comedy brings the audience new inspirations. |
| D．Comedy can be taught through play and exploration. |
10 . They say you catch more flies with honey than vinegar. But when it comes to tackling a tricky task, researchers have found that getting angry can also be a powerful motivator.
The experiments suggest people who are angry perform better on a set of challenging tasks than those who are emotionally neutral.
The study, published in the Journal of Personality and Social Psychology, details how researchers at Texas A&M University conducted experiments involving more than 1,000 people, and analysed survey data from more than 1,400 people to explore the possible impact of anger on people in various circumstances.
In one experiment, students were shown images previously found to cause anger, desire, amusement, sadness or no particular emotion at all. Participants were subsequently asked to solve a series of anagrams (变形词).
The results reveal that for a challenging set of anagrams, those who were angry did better — although no difference was seen for easy anagrams.
The researchers say one explanation could be down to a link between anger and greater persistence, with the team finding those who were angry spent more time on the difficult set of anagrams.
In another experiment, participants who were angry did better at avoiding flags in a skiing video game than those who were neutral or sad, and were on a par with (同水平) those who felt amusement or desire.
“This pattern could indicate that general physical arousal (激起) had a benefit for game scores, as this would be greater in anger, amused, and desire conditions compared to the sad and neutral conditions,”the researchers write. However, no such differences in performance was found when it came to an easier video game.
“People often prefer to use positive emotions as tools more than negative and tend to see negative emotions as undesirable,” said Lench, the first author of the study. “Our research adds to the growing evidence that a mix of positive and negative emotions promotes well-being, and that using negative emotions as tools can be particularly effective in some situations.”
1. What tasks did the researchers set for the students?| A．Recognizing different emotion images. | B．Helping analyze a series of survey data. |
| C．Putting tasks into different categories. | D．Performing tasks in various emotional states. |
| A．It brings team spirit into full play. | B．It promotes a deep insight into the tasks. |
| C．It increases effort toward attaining a goal. | D．It changes challenging tasks into easy ones. |
| A．Research result consistent with previous findings. |
| B．Potential application of the research finding. |
| C．A further explanation of the research method. |
| D．A reasonable doubt about the research process. |
| A．To present more proofs. | B．To draw a conclusion. |
| C．To make a comparison. | D．To criticize old practices. |
