1 . A 15-year-old student has been praised a hero after it was found out that he had saved the life of a man who had suffered a heart attack. Sheng Xiaohan hadn’t told students and teachers the story until the man _________ at the school to thank him.

Sheng recalled he was _________ home at around 9 p.m. after working late at school when he saw a group of people surrounding a man on the ground _________, with a man patting on his back and others calling his name.

When he saw the man was unresponsive, he _________ his pulse and found it was weak and his body _________ “I had learned first aid several times since primary school and the _________ time was during military training,” he said.

He first tried the Heimlich maneuver, but then thought the old man might have _________ a heart attack. He asked people around to give him some _________ and tried cardiopulmonary resuscitation (CPR). He _________ down on the man’s chest regularly, while asking another man to help with artificial respiration. Someone else called the emergency __________. Sheng kept doing CPR for about six minutes until the ambulance arrived and __________ the man to the hospital.

“I didn’t dare stop or ask others to replace me in case of any __________,” he added. “During the process, he started to breathe again, which gave me the confidence and __________ to go on.”

Sheng said he didn’t feel tired during the process, but afterwards his arms were __________. After the experience, he didn’t treat it as anything out of the __________ as he was a warm-hearted young man always ready to help others.

1.

A．turned up

B．cleaned up

C．made up

D．gave up

2.

A．leaving

B．staying

C．returning

D．attending

3.

A．abnormal

B．hopeless

C．aimless

D．unconscious

4.

A．touched

B．checked

C．measured

D．assessed

5.

A．cold

B．mild

C．soft

D．warm

6.

A．rarest

B．latest

C．slightest

D．grandest

7.

A．suffered

B．survived

C．recognized

D．attracted

8.

A．courage

B．energy

C．space

D．destination

9.

A．grasped

B．removed

C．settled

D．pressed

10.

A．treatments

B．services

C．approaches

D．management

11.

A．dragged

B．hiked

C．rushed

D．transformed

12.

A．inconvenience

B．trouble

C．risks

D．comments

13.

A．strength

B．ability

C．challenges

D．awareness

14.

A．broken

B．sore

C．swollen

D．flexible

15.

A．ordinary

B．satisfactory

C．admirable

D．available

2 . The most affectionate memory of my childhood is about a round table. When I was still little, my entire family would ______ on almost every traditional festival to have dinner. While the ______ were discussing something beyond our comprehension, we kids would play hide-and-seek.

The round table is a ______ of a reunion of our families and an ______ to our families. But as a matter of fact, in China, almost everything can be solved over a ______ table. The marriage bells between a loving couple and the ______ between business partners can all happen on the same round table. ______ , I start to wonder what this round table is to us, and its true significance starts to ______ in front of me.

The food on the table may ______ with time. The reasons why we come together may be ______ , but the sensation behind it remains the same. And that is our tolerance of different people or willingness to ______ different cultures.

In less than two months before the Spring Festival, a(n) ______ epic migration: would take place in China. The power that ______ us to do so has been sustaining Chinese civilization for thousands of years, and even the history of our nation has been the stories of ______ or running to the round table to which we ______ . The round table is and will always be a symbol of the Chinese sensation.

1.

A．imagine

B．reunite

C．repeat

D．flee

2.

A．strangers

B．teachers

C．adults

D．teenagers

3.

A．symbol

B．schedule

C．decoration

D．ceremony

4.

A．argument

B．occupation

C．operation

D．attachment

5.

A．round

B．new

C．long

D．square

6.

A．dreams

B．negotiations

C．secrets

D．experiments

7.

A．Obviously

B．Moreover

C．Consequently

D．Instead

8.

A．explore

B．expand

C．clarify

D．unfold

9.

A．keep

B．change

C．sell

D．display

10.

A．various

B．public

C．typical

D．temporary

11.

A．switch

B．predict

C．forbid

D．accept

12.

A．annual

B．innovative

C．unnecessary

D．modern

13.

A．forces

B．assists

C．reminds

D．drives

14.

A．caring about

B．looking for

C．figuring out

D．making up

15.

A．adapt

B．apply

C．belong

D．turn

4 . One day, Tim came home from school. His face was filled with sadness and _______ . His classmate had said hurtful things to him, _______ Tim to feel upset and discouraged. Listening to Tim, the grandfather, John, sat him down and listened to his _______ . Then he told Tim a story.

“Once, in a dense forest, there lived an oak tree,” said John. “One day, a fierce storm _______ in the forest. The winds blew, the rain _______ , and the whole forest shook with fear. Despite the chaos, the oak tree stayed solid. _______ about the oak tree’s resilience (适应力), a tiny reed in the nearby wetland _______ and asked, “How do you manage to stand firm during the storm? ” The oak tree _______ gently, “Dear reed, I sway (摇摆)with the wind instead of resisting it. I _______ that storms are a part of life, just as __________ and misunderstandings are a part of growing up.”

Tim asked his grandfather, “What does this story mean?”

John smiled and said, “In life, we face difficulties and __________ . Stay strong and overcome them with a positive attitude. Don’t let hurtful words bring you down. They are __________ , like storms. Focus on your strength and keep moving forward.”

Tim understood and faced __________ at school with bravery. With his grandfather’s guidance, Tim __________ to be a caring and resilient person who inspired others like his grandfather.

The wise grandfather taught his grandson the __________ of resilience, empathy and the ability to overcome difficulties.

1.

A．hope

B．confidence

C．improvement

D．anger

2.

A．confusing

B．attracting

C．causing

D．assisting

3.

A．dreams

B．proposals

C．measures

D．complaints

4.

A．formed

B．folded

C．floated

D．calmed

5.

A．survived

B．poured

C．gathered

D．circulated

6.

A．Worried

B．Serious

C．Careful

D．Curious

7.

A．argued

B．expanded

C．approached

D．spun

8.

A．quarrelled

B．pressed

C．appealed

D．replied

9.

A．hear

B．understand

C．doubt

D．fear

10.

A．patterns

B．blanks

C．troubles

D．talents

11.

A．conflicts

B．permits

C．theories

D．voyages

12.

A．convincing

B．temporary

C．direct

D．true

13.

A．greetings

B．accusations

C．challenges

D．attempts

14.

A．grew up

B．showed up

C．came in

D．set off

15.

A．root

B．importance

C．output

D．discovery

5 . If you like the idea of being able to read much faster, remember more easily, and being more creative, this list of Tony Buzan’s books might be inspirational to get you started.

Study Skills Handbook

This book does not focus only on reading efficiency but also covers the subjects of memory improvement and mind mapping. It is an absolute must for students of all ages.

Speed Reading

This popular book explains the principles of efficient reading. It allows you to improve your reading and retention (记忆力) skills immediately. The book gets right down to the practical matter of learning to read fast and remember what you have read.

The Mind Map Book

The Mind Map Book is a ground-breaking work on the basics of mind mapping suitable for everyone and introduces revolutionary techniques for planning and note-taking. It is one of Tony Buzan’s books that have taken the world by storm, selling more than 250 million copies. This guide will teach you how to use your brain properly and to maximum effect and additionally contains numerous practical exercises.

Use Your Head

Use Your Head is for those of you that feel as if you have not been able to reach your full potential. In this book, Tony Buzan teaches you how to think and learn from all possible sources of learning. You will also increase your creativity and your problem-solving abilities. Use Your Head has been translated into 27 different languages and is one of the most popular and best-selling Tony Buzan’s books on every continent. You will most certainly gain valuable advice on how to achieve your mental potential fully.

1. Which book can help students take better notes?

A．Study Skills Handbook.

B．The Mind Map Book.

C．Speed Reading.

D．Use Your Head.

2. What do we know about the book Use Your Head?

A．It offers different sources of learning.

B．It is the best-selling book on every continent.

C．It helps solve problems in different languages.

D．It provides tips on reaching full mental potential.

3. What do the four books mainly focus on?

A．Learning motivation.	B．Daily life skills.
C．Personal development.	D．Memory skills.

7 . “Who’s a good reader? It’s you, isn’t it?” This is a typical example of “parentese (父母语)”. Recent research suggests that parents speaking parentese to their babies can give their language development a serious boost. In the study, researchers found that teaching parents how to speak proper parentese enhanced their ability to communicate with their babies — and even improved the children’s long-term language skills.

Parentese is distinct from conventional baby talk, which mostly relies on silly sounds and made-up words. In the 1960s, scientists studying speech patterns across different languages noticed a unique style that adults used addressing young children. This language was characterized by simple words and grammar, high pitch (音调) and a much slower speed. The baby-directed speech was first named “motherese” before it was called “parentese”.

Later research showed parentese is grammatically correct, with real words and phrases, which helped babies differentiate between words and process what was being said. “We’ve known for some time that use of parentese is associated with improved language outcomes, but we didn’t know why,” says Patricia K. Kuhl, the study’s senior author. But Kuhl thinks the new research suggests why parentese helps babies learn language skills.

“We now think parentese works because it's a social attraction for the baby brain,” she says. “Its high pitch and slower speed are socially engaging and invite the baby to respond.”

All 71 families in the new study had their children equipped with a special coat with an audio recorder built in. During four separate weekends when the babies were 6, 10, 14 and 18 months old, the researchers recorded all of the interactions between family members and the babies. The 48 families who were randomly selected for a course in parentese learned about ways to include more parentese in conversation.

And even though all of the participating families used some form of parentese at the start of the study, the babies of parents who received coaching showed the most improvements in their conversation skills. Beyond that, those babies had a 100-word vocabulary compared with the control group, who only knew 60 words at 18 months.

1. Which aspect of the study does paragraph 1 focus on?

A．Its aim.

B．Its result.

C．Its procedure.

D．Its participants.

2. What did scientists find about parentese in the 1960s?

A．It was easy to follow.	B．It was unique to mothers.
C．It was full of made-up words.	D．It was similar to traditional baby talk.

3. What does Kuhl say about parentese?

A．It teaches babies more social skills.	B．It inspires babies to speak more.
C．It has short-term effects on babies.	D．It helps babies differentiate words and phrases.

4. Which of the following describes the 48 families?

A．The parents knew more parentese skills.

B．Their babies grasped 60 words at 18 months.

C．The parents failed to use parentese through the study.

D．Their babies received more coaching on a 100-word vocabulary.

8 . Antoine Craig, a blind athlete, has been blind since 2010. He gradually lost his sight due to a genetic disease. Working through difficulties, Craig says, he has found his value. “Once I lost my eyesight, I began the process of rediscovering myself.” he says.

Craig, now 40, heard from a friend about people running at the school’s gym with their hands linked by shoestrings (鞋带). Craig decided to give it a try. “In the beginning, it was pure coping (应对).” he says. “It allowed me to do something I could be proud of. More importantly, here people became my friends, who were always ready to help me. These people became my family.”

In 2017, he won a silver medal in the 200-meter race at the 2017 US Paralympic Nationals. In 2019 he competed at the Parapan American Games in Lima, Peru. In 2021, running for a chance to compete in the 2020 Summer Paralympics in Tokyo — delayed for a year, he finished second in the 100.

Learning a US national team was forming for blind soccer, he went for it. Last fall. Craig was named to the team, which will play in the Los Angeles Paralympics in 2028. On March 19 and 20, 2023, the team hosted its first two “international friendly” games against Canada in Chula Vista, California. Craig couldn’t play as planned due to a concussion (脑震荡) in practice before the games. He spoke with his teammates before both games and, on his Facebook page, asked friends and supporters to lend support. When asked how the team performed, Craig answered cheerfully, “You know, we won!”

Craig finished a psychology degree from VCU in 2016 and completed his master’s degree in mental health counseling (咨询) in December 2022. Now he has his own business, LegendaryU Counseling. focusing on athletes with disabilities. He also regularly posts videos to his Instagram, hoping to inspire others.

1. Why did Craig want to try running at first?

A．To meet friends.	B．To help others in need.
C．To find himself.	D．To escape from his family.

2. What is the main idea of paragraph 3?

A．It is important to run.	B．Craig was running well.
C．Running is easy for Craig.	D．Craig succeeded in Tokyo.

3. What can we learn about Craig from paragraph 4?

A．He had a positive attitude.	B．He performed well in the game.
C．His team played in Canada.	D．His supporters were disappointed.

4. Why does Craig start his company?

A．To make improvements to himself academically.

B．To help people see beyond their challenges.

C．To win more medals in the competitions.

D．To post videos to the disabled people.

9 . Every school has students who stand out for their abilities and their eagerness to learn. In Mexico, a school created a program to work with them. In 2019. both teachers Lotta Andersson and John Rennie got the idea to provide learning opportunities for students with a hunger for knowledge. They are English coordinators (协调员) in the school. “We want to have a program to inspire students who really have the abilities and the interests to learn more and continue accepting challenges,” Andersson said during a recent interview.

Students in the program, which was called Learning Challenges, met with the teachers about once a month. Andersson and Rennie would help us choose research topics. We then worked with the teachers to find books, interview subjects and Internet sources, While in Learning Challenges, I gave presentations on European culture and the fashion industry.

When asked what skills students had formed in the program, which ended in June 2020because of the limits of a common disease. Andersson said, “They had learned to ask questions, be more open-minded and see things from different angles (角度). Also, they mastered the skills-reflecting more, acting actively, and learning not to put limits on themselves.”

A student, Yihane Abed, conducted research on the sun, the moon, stars, planets, etc, while in Learning Challenges. “The skills I developed were teamwork and the ways to do research and give a good presentation,” she said.

Andersson and Rennie continue to help students pursue their love of learning. “The program doesn’t exist formally, but as an important part of the culture at school, it is still needed,” Andersson said. “There is much more difference, not only for students who need extra help, but also for those who are higher achievers.”

1. What’s the purpose of creating Learning Challenges?

A．To help some students learn more.

B．To guide students to work out effectively.

C．To raise students’ interest in visiting Europe.

D．To encourage English students to help others.

2. What is paragraph 3 mainly about?

A．Methods that students used in the program.

B．Abilities that students got from the program.

C．Difficulties that students met in the program.

D．Topics that students selected from the program.

3. Which kind of research did Yihane Abed conduct?

A．The universe.	B．Teamwork
C．The fashion industry.	D．Travelling.

4. What does Andersson think of the program?

A．Tough.	B．Formal.
C．Necessary.	D．Traditional.