1 . Weeds and pests are “garden heroes” according to the Royal Horticultural Society.
The RHS is now encouraging gardeners to welcome weeds instead of considering them enemies. The rebranding(重塑形象)comes just in time for this year’s Chelsea Flower Show, held by the RHS. In the show 4 out of 12 of the gardens will include “weed heroes” as an important part, according to Sheila Das, the RHS Wisley garden manager.
“If you’ve got a weed”, says Das, “it’s telling you what’s going on underground. Your weed is your adviser. It’s your friend. So don’t treat weeds as troubles, something growing where they shouldn’t. They are actually plants in the right place”.
Nettles(荨麻草)let a gardener know that the soil is rich in nitrogen, and fat hen, a weed often considered “troublesome”, is a sign that an area is low in nutrients.
Until last year, the RHS published a yearly “pest” list, including snails and slugs. But this year, to be more “biodiversity(生物多样性)positive”, they’ve published a list of the most beneficial wildlife into our garden, and both snails and slugs are making a comeback.
Sheila Das noted our gardens would be a duller place without those unpopular ones. Apart from food for hedgehogs, frogs and birds, slugs and snails are excellent for recycling dead plant and animal waste, helping to keep soil healthy.
These are just the first steps towards the RHS’s goal towards better biodiversity. Sheila Das said, “The RHS has realized the role of gardens in supporting biodiversity and it will no longer call any garden wildlife as ‘pests’. Instead, there will be greater consideration of the role that weeds, slugs, and snails play in a balanced garden eco-system together with more popular wildlife such as birds, hedgehogs and frogs. ”
1. Why does the rebranding come in time for the show?| A．The weeds’ gardens will win. | B．The weed heroes will be known. |
| C．It will be popular worldwide. | D．It will be an excellent competition. |
| A．Giving examples. | B．Introducing a topic. |
| C．Describing a scene. | D．Making comparison |
| A．They support a habitat for rich biodiversity. |
| B．They play a great part in wildlife protection. |
| C．They contain only popular weeds and insects. |
| D．They keep a balance between weeds and pests. |
| A．Pests are good advisers. | B．Weeds make a comeback. |
| C．Weeds and pests are our friends. | D．Heroes will win the flower show. |
2 . A Swiss radio station recently, carried out a social experiment on air, testing robot-created voices and content. The 13-hour experiment took place at the French language. station Couleur3. During the period, listeners heard the cloned voices of five human presenters. The station s programming also included music created by artificial intelligence ( AI) methods. The programming informed listeners about the experiment every 20 minutes. “AI is taking your favorite radio by storm,” a voice said. “Our voice clones and AI are here to unsettle, surprise and shake you. And for that matter, this text was also written by a robot.”
Recent AI developments have led to the creation of a series of tools that permit robots to lead different human activities. These tools belong to a group of systems known as “generative AI”. The tools use machine learning methods to train AI systems on huge amounts of data to produce human-quality results. One of the most highly publicized “generative AI” tools received wide attention by showing the ability to quickly produce written answers to questions at a level and quality similar to humans. However, the development of “generative AI” systems has led to some criticism of the technology. Critics have alerted people to the dangers of such systems. They say if used incorrectly, the systems can have economic, cultural and social harms.
The Swiss station’s chief, Antoine Multone, defended the project as a lesson on how to live with AI. Antoine said if we became ostriches(鸵鸟), we would put our heads in the sand, blindly worrying about the new technology. He thought when AI was coming, we should study the technology, so we could then properly put limits on it. He added that about90 percent of the listener reactions suggested the experiment was a good idea. But many said they found the human element missing and noted, “You can sense these are robots, and there are fewer surprises, less personality
1. Why was the experiment conducted at Couleur 3?| A．To test the texts the robot writes. |
| B．To test the vocal sounds the robot creates. |
| C．To test the capabilities of the human presenters. |
| D．To test the audience’s abilities of composing music. |
| A．Warned. | B．committed | C．Devoted | D．Applied. |
| A．Limit and prevent its progress |
| B．Take human elements out of it. |
| C．Take advantage of it without defense. |
| D．Research and make use of it sensibly. |
| A．Putting AI Voices on Radio. |
| B．Replacing Announcers with Robots |
| C．New. Technologies Changing Our Lives |
| D．Language barriers in the Development of AI |
3 . It’s often said that we human beings can dream in a foreign language. Could dreaming in a foreign language improve our memory? Does dreaming in a foreign language mean we are making progress in learning that language?
Before we look at multilingual (多语言) dreams, first we need to look at sleep. The connection between sleep and language can be applied to how we learn any language, including our native language. Even adults still learn about one new word every two days in their first language. But, if we are going to remember that new word better, what matters is that we need to connect it with what we have learned. And in order to do that, we “need to have some sleep”, says Gareth Gaskell, a professor at the University of York.
It’s during sleep that the integration (整合) of old and new knowledge happens. At might, one part of our brain — the hippocampus — takes whatever new information it receives during the day and passes it on to other parts of the brain to be stored. The role that dreams play in this night-time learning process is still being studied, but “it’s entirely possible that during multilingual dreams, the brain is trying to connect the two languages”, says Marc, a researcher at a university in Bern, Switzerland.
So having multilingual dreams could mean that our brain is trying to remember a new word or phrase. However, it could also have an emotional (情感) significance. Danuta, a professor of psycholinguistics at the University of Silesia in Poland, suggests that multilingual dreams can express “fears or wishes” around learning a foreign language, including the wish to be a local speaker or to be accepted within a certain community.
We clearly still have a lot to learn about multilingual dreams, but one thing seems certain: if you’re trying to learn a new language, you can sleep on it.
1. Why does the author mention questions in paragraph 1?| A．To compare different ideas. | B．To introduce the main topic. |
| C．To present different types of dreams. | D．To discuss the human language ability. |
| A．The other new words. | B．The native language. |
| C．The gained knowledge. | D．The speaking practice. |
| A．They may influence people’s sleep quality. | B．They can reflect language-learning feelings. |
| C．They are the best option to learn a language. | D．They help to clear up the useless information. |
| A．A novel. | B．A diary. | C．A guidebook. | D．A magazine. |
China’s “Cultural and Natural Heritage Day" falls on the second Saturday of June every year. Many celebrations are held, and all cultural relic protection sites are
China faces a heavy task in protecting and rescuing its cultural
| A．forbidden | B．suggested | C．forced | D．designed |
| A．need | B．doubt | C．wonder | D．reason |
| A．awareness | B．knowledge | C．affairs | D．opinion |
| A．inform | B．advise | C．persuade | D．inspire |
| A．natural | B．modern | C．traditional | D．artificial |
| A．discoveries | B．treasures | C．relics | D．wonders |
| A．harm | B．record | C．meaning | D．importance |
| A．properly | B．simply | C．carefully | D．entirely |
| A．received | B．ignored | C．insisted | D．presented |
| A．honors | B．questions | C．seminars | D．rights |
| A．consists | B．becomes | C．lies | D．forms |
| A．recognized | B．requested | C．retold | D．followed |
| A．professional | B．limited | C．learned | D．required |
| A．consider | B．understand | C．realize | D．conclude |
| A．comes | B．stands | C．belongs | D．calls |
5 . The expression, “Everybody’s doing it,” is very much at the center of the concept of peer pressure. It is a social influence applied on an individual in order to get that person to act or believe in a(n)
People are social creatures by nature, and so it is hardly
For certain individuals, seeking social acceptance is so important that it becomes a(n)
However, peer pressure is not always negative. A student whose friends are good at contests may be
Although peer pressure is sometimes quite obvious, it can also be so
| A．traditional | B．similar | C．peculiar | D．opposite |
| A．understandable | B．believable | C．acceptable | D．surprising |
| A．disapproval | B．failure | C．absence | D．independence |
| A．uncertain | B．practical | C．impossible | D．vague |
| A．promotes | B．prevents | C．simplifies | D．increases |
| A．challenge | B．inspiration | C．promise | D．addiction |
| A．recognize | B．abandon | C．decrease | D．define |
| A．avoid | B．encourage | C．decline | D．punish |
| A．pressured | B．respected | C．delighted | D．regretted |
| A．catch sight of | B．stay away from | C．make fun of | D．keep up with |
| A．taught | B．argued | C．urged | D．adapted |
| A．knowledge | B．interest | C．assistance | D．influence |
| A．specific | B．ridiculous | C．subtle | D．reasonable |
| A．consciousness | B．motivation | C．instinct | D．encouragement |
| A．motivation | B．danger | C．support | D．achievement |
6 . Though researchers have long known that adults build unconscious (无意识的) preferences over a lifetime of making choices between things that are essentially the same, the new finding that even babies engage in this phenomenon demonstrates that this way of justifying choice is intuitive (凭直觉的) and somehow fundamental to the human experience.
“The act of making a choice changes how we feel about our options,” said Alex Silver, a Johns Hopkins researcher. “Even infants who are really just at the start of making choices for themselves have this preference.”
The findings are published today in the journal Psychological Science. People assume they choose things that they like. But research suggests that’s sometimes backwards: we like things because we choose them. And, we dislike things that we don’t choose. “Adults make these inferences unconsciously,” said co-author Lisa Feigenson, a Johns Hopkins scientist in child development. “We justify our choice after the fact.”
This makes sense for adults in a consumer culture who must make random choices every day, between everything from toothpaste brands to styles of jeans. The question was when exactly people start doing this. So they turned to babies, who don’t get many choices so, as Feigenson puts it, are “a perfect window into the origin of this tendency.”
The team brought 10-to 20-month-old babies into the lab and gave them a choice of objects to play with; two equally bright and colorful soft blocks. They set them far apart, so the babies had to crawl to one or the other — a random choice. After the baby chose one of the toys, the researchers took it away and came back with a new option. The babies could then pick from the toy they didn’t play with the first time, or a brand new toy. Their choices showed they “dis-prefer the unchosen object.”
To continue studying the evolution of choice in babies, the lab will next look at the idea of “choice overload.” For adults, choice is good, but too many choices can be a problem, so the lab will try to determine if that is also true for babies.
1. What is people’s assumption about the act of making choices?| A．They like what they choose. |
| B．They choose what they like. |
| C．They base choices on the fact. |
| D．They make choices thoughtfully. |
| A．To help them make better choices. |
| B．To guide them to perceive the world. |
| C．To track the root of making random choices. |
| D．To deepen the understanding of a consumer culture. |
| A．They like novel objects. |
| B．Their choices are mostly based on colors. |
| C．Their random choices become preferences. |
| D．They are unable to make choices for themselves. |
| A．The law of “choice overload”. |
| B．The problem of adults’ many choices. |
| C．Why too many choices can influence adults. |
| D．Whether babies are troubled with many choices. |
7 . Honeybees rely heavily on flower patterns not just colors when searching for food, new research shows.
A team led by the University of Exeter tested bee behaviour and built bee’s-eye-view simulations (模拟装置) to work out how they see flowers.
Honeybees have low resolution vision, so they can only see a flower’s pattern clearly when they are within few centimeters. However, the new’ study shows bees can very effectively distinguish between different flowers by using a combination of colour and pattern.
In a series of tests, bees rarely ignored pattern, suggesting colour alone does not lead them to flowers. This may help to explain why some colours that are visible to bees are rarely produced by flowers in nature.
“We studied a large amount of data on plants and bee behaviour,” said Professor Natalie Hempel, from Centre for Research in Animal Behaviour. “By training and testing bees using man-made patterns of shape and colour, we found they relied flexibly on their ability to see both of these elements. Showing how insects see colour and learn colour patterns is important to understand how pollinators (传粉者) may, or may not, create evolutionary ‘pressures’ on the colours and patterns that flowers have evolved (进化). Our findings suggest that flowers don’t need to evolve too many different flower colours, because they can use patterns to vary their displays so bees can tell them apart from other flowers.”
One typical feature identified in the study is that the outside edges of flowers usually contrast strongly with the plant’s leaves while the centre of the flower does not have such a strong contrast with the leaf colour. This could help bees quickly identify colour differences and find their way to flowers.
While flowers may be beautiful to humans, Professor Hempel stressed that understanding more about bees and the threats they face meant we need to see the world “through the eyes of a bee and the mind of a bee.”
1. What does the new research focus on?| A．The source of bees’ food supply. | B．The way of bees finding flowers. |
| C．The effect of bees’ poor eyesight. | D．The evolution of bees’ behavior. |
| A．It’s not a must. | B．It’s a pressing need. |
| C．It’s beyond belief. | D．It’s a temporary solution. |
| A．An explanation of the research intention. |
| B．Dramatic changes in the research strategy. |
| C．Conflict between different research outcomes. |
| D．Supporting evidence for the research findings. |
| A．Research data. | B．Research methods. |
| C．Research objects. | D．Research frequency. |
8 . What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.”
Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent.
But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement depends on ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.
During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual(智力的)struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while addressing a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges.
Researchers found that students who heard either type of “struggle stories” improved their science performance after-intervention, compared to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to significantly better science-class performance than low-performing students who read achievement stories. In addition, students who read struggle stories reported feeling more personally connected to the scientists. By recognizing a scientist’s struggles and introducing the growth mindset he or she applied to accomplish great works, the students were able to empathize(共情)with the scientists during their own struggles.
1. Why do students fail to imagine themselves as scientists?| A．They lack interest in science. | B．They are short of confidence |
| C．They don’t have inborn talent. | D．They have no ability to study science |
| A．To introduce some inspirational stories to students. |
| B．To expose students to scientists’ great achievements. |
| C．To ensure students will become scientists in the future. |
| D．To clear students’ misunderstandings of scientific work. |
| A．minimal | B．noticeable | C．doubtful | D．long-lasting |
| A．Science ability has nothing to do with efforts. |
| B．Students are more motivated by achievement stories. |
| C．Scientists’ struggle stories can influence readers’ beliefs. |
| D．Low-performing students tend to feel connected to scientists. |
9 . Plants cannot run or hide, so they need other strategies to avoid being eaten. Some curl up their leaves, others produce chemicals to make themselves taste bad if they sense animals drooling on them, chewing them up or laying eggs on them—all signals of an attack. New research now shows some flora can feel a plant-eating animal well before it launches an attack, letting a plant prepare a preemptive（先发制人的）defense that even works against other pest species.
When ecologist John Orrock of the University of Wisconsin-Madison sprayed snail slime—a liquid the animals release as they slide along—onto soil, nearby tomato plants appeared to notice. They increased their levels of an enzyme（酶）, which is known to prevent plant-eating animals. “None of the plants were ever actually attacked,” Orrock says. “We just gave them cues that suggested an attack was coming, and that was enough to cause big changes in their chemistry.”
Initially Orrock found this defense worked against snails; in the latest study, his team measured the slimy warning’s impact on another potential threat. The investigators found that hungry caterpillars（毛虫）, which usually eat tomato leaves greedily, had no appetite for them after the plants were exposed to snail slime and activated their chemical resistance. This nonspecific defense may be a strategy that benefits the plants by further improving their overall possibilities of survival, says Orrock, who reported the results with his colleagues in March in Oecologia.
The finding that a snail’s approach can cause a plant response that affects a different animal made Richard Karban curious, a plant communications expert, who was not involved in the study. “It is significant that the plants are responding before being damaged and that these cues are having such far-ranging effects, ” Karban says. The research was comprehensive, he adds, but he wonders how the tomato plants felt chemicals in snail slime that never actually touched them.
“That’s the million-dollar question,” Orrock says. He hopes future research will make out the mechanisms that enable plants to sense these relatively distant cues.
1. John Orrock sprayed a liquid onto soil near tomato plants to ________.| A．make them grow better |
| B．give them a warning |
| C．keep plant-eating animals away |
| D．inform plant-eating animals of danger |
| A．To introduce another animal. |
| B．To confirm the result of the study. |
| C．To appeal to people to protect animals. |
| D．To analyze different resistance chemicals. |
| A．How tomato plants become aware of danger. |
| B．What the chemicals in the snail slime are. |
| C．Whether the research is of practical value. |
| D．What the finding of the research is. |
| A．Watchful Plants. | B．Greedy Animals. |
| C．A Snail’s Approach. | D．A Defense Attack. |
10 . Physical education, or PE, isn’t required for all high school students. In some schools, it isn’t offered for some different reasons. But should high school students have physical education? The answer is certainly “yes”.
Today many people don’t do sports. But as is known to all. doing sports is very important for an adult. Teaching teens the importance of a healthy lifestyle and making fitness plans now can help teens put exercise in the first place as an adult.
High school isn’t that easy. Many students are under a lot of stress. Stress can be harmful to a student’s studies and life. Doing sports can help them deal with stress better, helping them live a happier life at school.
The American Heart Association says that 10 million kids and teens suffer from obesity (肥胖). Teens should get 60 minutes of physical activity per day to control their weight and to help their bones get stronger. The increase in activities that don’t get teens to move around, such as computer games, means many teens don’t get their required exercise. PE classes act as a public health measure (措施) to encourage physical activities and help teens have healthy weights.
Not doing sports increases teens’ hazard of developing many diseases. An active lifestyle offers a good way of protection from these health problems. As much as 75 percent of health-care spending goes toward treating medical conditions that can be prevented by lifestyle changes, according to the American College of Sports Medicine.
According to the President’s Council on Fitness, Sports and Nutrition (PCFSN), students who performed five hours of physical activities each week improved their academic (学业的) performance. Students from programs with no physical activity, who used the extra time for classroom study, did not perform better on tests than those who gave up some study time in support of physical education.
1. According to Paragraph 2, what does physical education in high school mean?| A．Making teens attach importance to ęxercise later. |
| B．Removing the stress faced by teens at school. |
| C．Getting teens to encourage adults to exercise. |
| D．Helping teens learn to make good plans |
| A．Happiness. | B．Risk. | C．Safety. | D．Sadness. |
| A．means making students choose between sports and studies |
| B．helps students make good use of all their time |
| C．means students adjust to their studies better |
| D．helps students do better in their studies |
| A．Why high school students should receive physical education. |
| B．Why some schools consider physical education important. |
| C．How schools can help students love doing sports. |
| D．How high school students can live a better life. |
