1 . How can a creature weighing over 5 tons and normally taking 150 kilograms of food and 120 liters of water per day survive in a desert environment?
In the southwest African country of Namibia, and the Sahara lands of Mali further north, the desert elephant does just that.
Although not regarded as a separate species from the African elephant, the desert cousin differs in many ways. Their bodies are smaller, to absorb less heat, and their feet are larger for easier walking across sandy surfaces. They are taller, to reach higher branches. They have shorter tusks (象牙), and most importantly, longer trunks to dig for water in riverbeds.
Desert elephants can travel over 70 kilometers in search for feeding grounds and waterholes, and have a larger group of families, They drink only every 3-4 days, and can store water in a “bag” at the back of their throat, which is only used when badly needed. Desert elephants are careful feeders — they seldom root up trees and break fewer branches, and thus keep what little food sources are available. Yong elephants may even eat the dung (粪便)of the female leader of a group when facing food shortage.
During drought (干旱) they are unlikely to give birth to their young but with good rains the birthrate will increase greatly. Desert elephants have sand baths, sometimes adding their own urine (尿液) to make them muddy!
As we continue to overheat our weak planet, it can only be hoped that other animal species will adapt (适应) as extraordinarily well to change as the desert elephant.
1. The underlined part in Paragraph 2 means “_______”.| A．remains in the African countries |
| B．drinks 120 liters of water a day |
| C．manages to live in desert areas |
| D．eats 150 kilograms of food daily |
| A．rarely ruin trees |
| B．drink only every 3-4 days |
| C．search for food in large groups |
| D．protect food sources for their young |
| A．Overheating the earth can be stopped. |
| B．Not all animal species are so adaptable. |
| C．The planet will become hotter and hotter. |
| D．Not all animals are as smart as desert elephants. |
2 . About twenty years ago, a new yoga teacher with related qualifications (资格) began her day practicing yoga on the beach. Over time, a few local beach lovers joined in and before she knew it, she was leading classes every morning and evening. After the word spread, local teachers offered to assist and the unique yoga classes were born. After that, the teacher moved to India, but her legacy (遗留) lives on. We aim to ensure people can come into contact with and afford yoga 365 days a year. Classes are all donation based. Our teachers offer yoga from the heart and do not get paid.
Our Approach
People around the world have practiced yoga for thousands of years, and millions of people currently enjoy its health benefits. Being outside can enhance the yoga experience in many ways, since nature inspires all the things — focusing awareness, breathing deeply, practicing stillness. We attach great importance to outdoor practice, through which you can feel the union with nature. Through every practice, we help some people who want to change.
Our Classes
We provide you with mostly two kinds of classes. Private beach classes include yoga, stretching, and partner yoga. We tailor the class to your requirements. If you are planning a corporate event or yoga classes, we can help make it fun, motivating and exciting.
What to Bring?
•An open mind, an open heart and a sense of fun
•A large towel or blanket — mats tend to get very sandy
•Sunglasses and sunscreen — in the morning there is shade
•Water-hydrate (水合物)
•Layered clothing in the winter — mornings can be cool
Get in Touch
You are invited and welcomed in our community! To know more information, you can click the link we provide. You can also email us for further questions or to request a private class.
1. What is the purpose of the unique yoga classes?| A．To call on people to protect the beach. |
| B．To help yoga lovers gain qualifications. |
| C．To raise the awareness of keeping healthy. |
| D．To make yoga accessible and affordable to people. |
| A．It lowers the risks of diseases. | B．It is more beneficial to the old. |
| C．It can make people keep active. | D．It can expose people to nature. |
| A．Business. | B．Opinion. | C．Health. | D．Travelling. |
3 . 4 Traditional French Christmas markets you need to know about
More affordable and closer than Germany and Austria, French Christmas markets make a perfect destination for a festive trip. These are the four traditional French Christmas markets you need to know about this Christmas.
Toulouse
Dates: November 25, 2023—December 25, 2023
Opening times: Sunday to Thursday: 10.30 am—8.30 pm, Friday and Saturday: 10.30 am—10 pm
The market is located in the heart of Toulouse. It’s surrounded by beautiful buildings, including the Capitole itself and the Jacobins church. The city is well-known for its terracotta architecture which serves as an fairytale exterior to their Christmas market.
Colmar
Dates: November 24, 2023—December 30, 2023
Opening times: Monday to Thursday: 2 pm—7 pm, Friday, Saturday and Sunday: 10 am—7 pm
The town’s Christmas market is an ensemble (整体) of six distinct mini markets. The area is home to a number of wineries and speciality (特产) wine-makers, alongside its seven speciality Alsatian wines, which can be tried at their speciality Christmas food market.
Arras
Dates: November 24, 2023—December 30, 2023
Opening times:Monday to Friday: midday—7.30 pm, Saturday: 10 am—9 pm, Sunday: 10 am—7.30 pm
The market transforms the city’s Grand Place into a wonderland taking over three squares with over 100 stalls in front of the Baroque style architecture. Crown your market visit with a night ride on the beacon (灯塔) of the market—the Ferris wheel, which offers a gentle ride and views of the own and surrounding countryside below.
Bordeaux
Dates: November 24, 2023—December 27, 2023
Opening times: Every day: 11 am—9 pm
The market is open from late November to December and features over 200 stalls selling a variety of locally-made and crafted gifts. There is one food in particular linked to the city, and that is chocolate made from high quality local ingredients, to take home with you.
1. What do Toulouse and Arras have in common?| A．Both are popular with little kids. |
| B．Both offer free gifts to the customers. |
| C．Both have distinctive architecture styles. |
| D．Both are closed on Sundays and Mondays. |
| A．A wide range of crafted gifts. | B．Its local culture and history. |
| C．Its traditional building style. | D．The views of beautiful coast. |
| A．Toulouse | B．Colmar | C．Arras | D．Bordeaux |
4 . Giraffenap is a new style of sleeping pod (仓) that encourages workers to get power naps during the day as a way of improving concentration and work efficiency.
Japan usually emphasizes extreme dedication to one’s work. In order to get used to this kind of heavy schedule and stress, some workers turn to short power naps. These are known to improve energy levels and concentration, as long as the person doesn’t go into deep sleep. In order to make it easier for people to get power naps pretty much anywhere, one company has begun installing vertical (垂直的) sleeping pods called Giraffenap in cafes all over the country.
One of the main reasons that Giraffenap pods have a vertical orientation is space—it’s much easier to have them installed in small cafes and restaurants because they take up little room—but it’s not the only reason. The standing position makes it easier for the person using the pod to wake up from their power nap.
Each Giraffenap pod features an alarm system that can be set by the user and support points for various parts of the body, which can make sure that the user remains in an upright position when napping. The pods also feature a height adjustment system so that anyone can achieve the perfect posture while using them.
Giraffenap sleeping pods currently come in two styles: a plain white model and one that uses a more traditional bamboo design. They offer great sound insulation (隔音), various sounds designed to support sleep and a built-in ventilation system.
Giraffenap is currently being put into effect in some coffee shops in Japan, and if the response is positive enough, we might also start seeing them in other places.
1. Where is the text probably taken from?| A．Science magazine | B．A biography |
| C．An advertisement | D．A novel |
| A．It keeps people healthy. | B．It is very cheap in price. |
| C．It saves a lot of energy. | D．It makes work efficient. |
| A．The types of Giraffenap pods | B．The effect of Giraffenap pods |
| C．The features of Giraffenap pods | D．The materials of Giraffenap pods |
| A．Hotels are to be replaced soon. | B．People’s sleeping habits change. |
| C．A company launches vertical pods. | D．How we keep energetic at work. |
5 . If you are looking for apps to learn English for studying abroad, you might be confused. There are so many apps to choose from. How can you decide which English language learning app is right for you? Our list of top four favourite apps to improve your English will help.
Hello English — Best app for middle learners
If you already understand the basics but want to improve your English, this app is for you. Hello English starts with a language test, and then serves up English lessons based on your test results. Hello English supports learners with 23 native languages and lets you play games,watch videos and listen to audio books, too.
Free versions available (可用的) for iOS, Android and Windows.
FluentU-Best media-based app
This app sources English-language videos from the real world — including news, music and videos — to help you learn English. Interactive captions (字幕) allow you to tap any word and see more information about it.
Free trial (试用) and paid monthly subscriptions available for Android and iOS.
Rosetta Stone — Most multi-use app
This award-winning English language learning app teaches vocabulary and English grammar. Rosetta Stone includes lessons on pronunciation so you can improve your English accent. You can also download audio lessons to learn offline.
Free trial and paid versions available for Android, i0S and Windows.
Duolingo — Most fun app
This personalized English-learning app turns studying into a game. Earn virtual coins (虚拟硬币) to unlock new levels and upgrade. An animated owl (动画猫头鹰) keeps you company and encourages you as you learn. When you have questions, get help from fellow students inside the app using the Duolingo message boards.
Free and paid versions available for Android, iOS and Windows.
1. What can we learn about Hello English?| A．The users can’t play games. |
| B．It may not suit English beginners. |
| C．It provides lessons without a language test. |
| D．The users can chat with 23 native speakers. |
| A．Hello English. | B．Duolingo. |
| C．Rosetta Stone. | D．FluentU. |
| A．It only has the paid version. |
| B．An owl can answer questions . |
| C．The users must use cash to upgrade. |
| D．It combines English learning with fun. |
6 . The children in my class quietly worked on their projects. “Nah, nah, nah...” The noise got louder. I knew before I looked up which child was causing the trouble. Stephen had been displaying attention-seeking behavior since he joined our class after his family had moved to town. I’d had enough.
“Stephen, I can’t have these constant interruptions. Please go sit in the hall until you think you can be quiet in my classroom.” His hurt look made me regret my words. I knew how hard it was to start over in a new place. I should have been showing sympathy (同情), not punishing the child.
How can I encourage this unhappy little boy? An idea popped into my head. I put the plan into action the very next morning. When Stephen took his seat, I placed five nickels (硬币) in front of him. “The nickels are yours to keep—but each time you disturb the class, I’ll have to take one nickel back,” I said.
When Stephen acted out halfway through class, I dropped one of his nickels into my pocket. He lost three nickels that day The next day, only two. His behavior continued to improve. I could see he was adjusting to his new life, making friends and happier for it.
Then one day, Stephen surprised me. “Teacher, you don’t have to give me nickels anymore,” he said. Someone in my class had learned an important lesson—and it wasn’t only Stephen.
1. What can we learn from the first two paragraphs?| A．Stephen had a mental problem for long. | B．The students didn’t care about each other. |
| C．The teacher regretted having punished Stephen. | D．The class content was not interesting for Stephen. |
| A．He got distracted by his classmates. | B．He felt confused when making noises. |
| C．He had trouble collecting his memories. | D．He expected a sense of belonging in class. |
| A．Stephen’s determination. | B．Parents’ engagement. |
| C．The teacher’s commitment. | D．Classmates’ encouragement. |
| A．The Sympathy of a Teacher. | B．No Punishment on Students. |
| C．Annoying Noises in the Class. | D．Five Nickels Works Wonders. |
7 . As the electric vehicle (EV) increases, drivers may start to find queues adding to their more time at charging stations. One potential solution to this is to swap out the run-down battery pack for a new one, and a company has just revealed that it’s managed to do so in just five minutes.
Since the company launched its first-generation battery swap station back in 2021, the company reports that stations have been built across the San Francisco Bay Area to support fleet (车队) partners in testing the quick-swap solution. The company has also been in consultation with a delivery services to get a better understanding of their needs.
“When working with these fleets, we continuously heard that despite efforts to electrify fleets, drivers could spend up to 10-12 hours at a charging station.” said the company in a blog post. “There is a lack of reliable EV charging for city residents who don’t have access to garages and the option of overnight charging, and our new solution seeks to fix that.”
The latest station is designed to support EVs of all sizes—from small passenger cars to mid-sized delivery vans. EVs fitted with modular batteries could roll onto the platform and have its spent modules automatically removed and replaced with fully charged ones within 10 minutes. The removed battery units are then recharged, ready for the next customer.
The shoebox-sized battery modules have been developed to improve their safety, and can be fit for any modern EV. The new stations have been redesigned for easier building at a site in just three days, and have also been made more durable to suit different local conditions as the company expands. They can also be remotely monitored 24 hours for enhanced safety and customer support.
The company is now calling for more EV manufacturers, fleet operators and municipalities to join them in the quest to electrify.
1. What is the problem that EV drivers are worried about?| A．Driving EVs takes up their too much time. |
| B．They have to wait long to charge their EVs. |
| C．They have to buy new batteries to replace the old ones. |
| D．EVs are in bad quality despite increasing development. |
| A．To build charging stations. |
| B．To deliver the last-mile goods. |
| C．To obtain some related information. |
| D．To give a helping hand in fixing vehicles. |
| A．Time-saving and safe. | B．Universal and pricey. |
| C．Heavy and complicated. | D．Convenient and durable. |
| A．A Company Is Developing a New and Safe EV |
| B．A Company Strengthens the Cooperation with Its Partners |
| C．A Company Has Expanded Its Charging Stations Across the World |
| D．A Company Makes the Replacement of EV Batteries Safe and Fast |
8 . A standard school day for the average American youth takes place indoors. But for some young students who attend forest school, most of their preschool or kindergarten education occurs outdoors in forests, parks, or other wild sites. At these schools, educators allow their students’ curiosity to guide the curriculum (全部课程) and rely on nature to instill environmental values.
Forest schools vary in the amount of time children spend outdoors, what they study, and how they’re assessed, but all forest schools put nature first. They have the same standards for child development as traditional schools do, but their methods are rooted in exploring and conserving the natural world.
Khavin Debbs, Executive Director at Tiny Trees Preschool in Seattle. Washington, says one of the benefits of a forest school is how it can adapt to students’ unique needs. High-energy students can run and climb. Shy students can sit alone to observe an earthworm with a magnifying glass. At Tiny Trees, in addition to learning with art materials, books, and toys, students engage in a wide range of play-based learning, including going on hikes, observing wildlife, and identifying plants and animal tracks. They might cook over a camp stove, or harvest berries to make jam. The students’ hands-on activities help them grasp scientific concepts that might otherwise seem abstract. “They’ve seen a tree’s leaves turn different colors in fall, and then seen that same tree bloom again in spring. All those things really do help them understand.” said Debbs.
The notion of children spending time outdoors to learn and play is nothing new. The modern-day forest school concept originated in Denmark in the 1950s, and then spread through Europe and abroad. In the United States, forest schools are currently on the rise. A national survey done in 2017 found 250 forest schools operating in 43 states—100 more than the year before, with 80 percent of them maintaining waiting lists.
But even though they’re increasing in popularity, forest schools aren’t yet reflective of the cultural, linguistic, or cognitive diversity of American youth. Thus, schools that want to be more inclusive must be purposeful in increasing their influence and making their programs more accessible.
1. What does the underlined word “instill” in paragraph 1 mean?| A．Represent. | B．Design. | C．Maintain. | D．Develop. |
| A．The free optional curriculum. | B．The nature-centred philosophy. |
| C．The novel standard for students. | D．The evaluation of teachers’ values. |
| A．To highlight advantages of forest schools. |
| B．To show what teachers had for students. |
| C．To compare the differences in students’ grades. |
| D．To draw a conclusion from the teachers’ skills. |
| A．A limitation period of forest schools. |
| B．A solution to increasing popularity. |
| C．A wish to participate in a forest school. |
| D．A suggestion for the further development of forest schools. |
9 . Every day for a week, a strange, happy visitor would drop to play with Vanessa Prior’s pet dog Bobby. Prior thought Bobby had made a new dog friend. It seemed very friendly and got well along with Bobby. They would run after each other, play on the pool cover, gently wrestle (摔跤) or nap side by side.
At first she thought it was a wild dog. But when she posted a photo of the two playing on her Facebook, a pet rescue centre called her. The group told her the Atlanta Wolf Project had been trying to catch the wolf for months, but they failed. Prior gave them new hope.
Because of the wolfs friendship with her pet dog, it was likely to come back to her backyard. Researchers hoped Prior could help them. When they put some traps (陷阱) in the back of her yard, Prior got a very complicated (复杂的) feeling. She couldn’t describe what it was. The wolf would be in a safe place, but she would do something that harmed Bobby’s feelings.
Researchers told Prior that they would take the rare, black wolf to the Yellow River Wildlife Sanctuary where it would live with another wolf. They didn’t think it a satisfying situation for a wild animal like a wolf to have a connection with humans’ life. They need to keep a natural awareness to humans and pets and keep to themselves.
Wolf experts added they would look into the genetics of the animal to try to learn why it liked to get close to people and tried to play with their pets. Some experts believe it could have a history with well-meaning humans. Prior had not expected that she and Bobby should meet such a special and lovely wolf. They just hoped the dear friend all the best.
1. What happened to Vanessa Prior according to the first two paragraphs?| A．She didn’t like her dog’s new friend. |
| B．She was awarded for her helpful picture. |
| C．She realised her dog made friends with a wolf. |
| D．She called the pet rescue centre to catch the wolf. |
| A．She was afraid to lose Bobby. |
| B．She regretted helping the researchers. |
| C．She was worried about the wolf’s future. |
| D．She had bittersweet feelings about the wolf. |
| A．It is a kind and sociable animal. |
| B．It was once kept as a human pet. |
| C．It will be sent to the wild to live with other animals. |
| D．It has a great awareness of keeping away from humans. |
| A．In a nature magazine. | B．In a travel guide. |
| C．In a medical report | D．In a scientific research. |
10 . Nasugraq Rainey Hopson is an author and illustrator (插图画家). She has written short stories and made art inspired by her Iñupiaq culture. The Iñupiaq people are native to Alaska, the US. Hopson’s first and only novel to date, Eagle Drums, is set in Iñupiaq tales about a great festival. The great festival is still celebrated locally today.
In the book, the hero Pina struggles with the suffering from losing his brothers, who have traveled to a nearby mountain and never returned. Pina decides to go to the same mountain, trying to uncover the facts, where he happens to meet Savik, who gives Pina a choice: To follow him or to meet the same fortune as his brothers. Pina’s decision takes himself on a journey that exposes himself to the dances and songs that are part of Iñupiaq culture. Eagle Drums describes aspects of Iñupiaq life as a world that doesn’t exist much in the current world, such as walking in the tundra (苔原) and imagining mythological beings and talking animals everywhere. It will definitely inspire the teen magical thinking in its beauty.
Hopson wants to write more Iñupiaq stories. “We have a lot of oral history and stories in our culture,” she says. Hopson explains that Iñupiaq people use their voices, facial expressions and movements to express emotions as they tell a story. “But you can’t do that when you’re writing,” she says. “It’s very uncomfortable, in a way, to have to write down something that is a performance.” But she’s up for the challenge.
Eagle Drums is for anyone who is looking for a vivid adventure. Hopson says that when Iñupiaq kids read her work, they get excited about seeing something from their own area and their own culture. Other kids who read her work tell Hopson they’re excited about experiencing a story they’ve never experienced before in a new place. “You know, that’s the best part, hearing feedbacks,” she says.
1. What do we know about Eagle Drums?| A．It is based on the author’s culture. | B．It is about a world-famous festival. |
| C．It is one of the author’s best novels. | D．It is rich in illustrations on each page. |
| A．Its intention. | B．Its background. |
| C．Its content. | D．Its comment. |
| A．The Iñupiaq people are poor performers |
| B．The Iñupiaq culture is too rich for words. |
| C．The Iñupiaq language is difficult to catch on. |
| D．The Iñupiaq stories are little known by people. |
| A．A news report. | B．A childhood story. |
| C．A diary entry. | D．A book review. |
