1 . Rainforests are home to a rich variety of medicinal plants, food, birds and animals. Can you believe that a single bush（灌木丛）in the Amazon may have more species of ants than the whole of Britain! About 480 varieties of trees may be found in just one hectare of rainforest.
Rainforests are the lungs of the planet-storing vast quantities of carbon dioxide and producing a significant amount of the world's oxygen. Rainforests have their own perfect system for ensuring their own survival; the tall trees make a canopy（树冠层）of branches and leaves which protect themselves, smaller plants, and the forest animals from heavy rain, intense dry heat from the sun and strong winds.
Amazingly, the trees grow in such a way that their leaves and branches, although close together, never actually touch those of another tree. Scientists think this is the plants' way to prevent the spread of any tree diseases and make life more difficult for leaf-eating insects like caterpillars. To survive in the forest, animals must climb, jump or fly across the gaps. The ground floor of the forest is not all tangled leaves and bushes, like in films, but is actually fairly clear. It is where dead leaves turn into food for the trees and other forest life.
They are not called rainforests for nothing! Rainforests can generate 75%of their own rain. At least 80 inches of rain a year is normal-and in some areas there may be as much as 430 inches of rain annually. This is real rain-your umbrella may protect you in a shower, but it won't keep you dry if there is a full rainstorm. In just two hours, streams can rise ten to twenty feet. The humidity（湿气）of large rainforests contributes to the formation of rainclouds that may travel to other countries in need of rain.
1. What can we learn about rainforests from the first paragraph?| A．They produce oxygen. | B．They cover a vast area. |
| C．They are well managed. | D．They are rich in wildlife. |
| A．Heavy rains | B．Big trees. |
| C．Small plants. | D．Forest animals. |
| A．For more sunlight. | B．For more growing space. |
| C．For self-protection. | D．For the detection of insects. |
| A．Life-Giving Rainforests | B．The Law of the Jungle |
| C．Animals in the Amazon | D．Weather in Rainforests |
2 . Non-Credit Courses
The Pre-College Program offers non-credit courses. Students will experience college-level courses given by some of our college’s leading experts and will receive written feedback (反馈) on their work at the end of the course. Pre-College students will also receive a grade of Satisfactory/Unsatisfactory and a certificate of completion at the conclusion of the program.
All non-credit courses meet from 9:00 a. m.-11:30 a. m. daily and may have additional requirements in the afternoons or evenings.
COURSE: Case Studies in Neuroscience
·June 11— July 2
·Leah Roesch
Using student-centered, active-learning methods and real-world examples, this course is designed to provide a fuller understanding of how the human brain works.
COURSE: Psychology of Creativity
·June 15—June 28
·Marshall Duke
Why are certain people so creative? Is it genetic (遗传的), or a result of childhood experience? Are they different from everyone else? This popular psychology course highlights the different theories of creativity.
COURSE: Creative Storytelling
·June 21 — July 3
·Edith Freni
This college-level course in creative storytelling functions as an introduction to a variety of storytelling techniques that appear in different forms of creative writing, such as short fiction and playwriting.
COURSE: Sports Economics
·July 19 — August 1
·Christina DePasquale
In this course we will analyze many interesting aspects of the sports industry: sports leagues, ticket pricing, salary negotiations, discrimination, and NCAA policies to name a few.
1. Who is the text intended for?| A．The general public. | B．College freshmen. |
| C．Educational experts. | D．High school students. |
| A．Sports Economics. | B．Creative Storytelling. |
| C．Psychology of Creativity. | D．Case Studies in Neuroscience. |
| A．Leah Roesch’s. | B．Edith Freni’s. |
| C．Marshall Duke’s. | D．Christina DePasquale’s. |
3 . A build-it-yourself solar still(蒸馏器) is one of the best ways to obtain drinking water in areas where the liquid is not readily available. Developed by two doctors in the U.S. Department of Agriculture, it’s an excellent water collector. Unfortunately, you must carry the necessary equipment with you, since it’s all but impossible to find natural substitutes. The only components required, though, are a 5＇×5＇ sheet of clear or slightly milky plastic, six feet of plastic tube, and a container— perhaps just a drinking cup — to catch the water. These pieces can be folded into a neat little pack and fastened on your belt.
To construct a working still, use a sharp stick or rock to dig a hole four feet across and three feet deep. Try to make the hole in a damp area to increase the water catcher’s productivity. Place your cup in the deepest part of the hole. Then lay the tube in place so that one end rests all the way in the cup and the rest of the line runs up — and out — the side of the hole.
Next, cover the hole with the plastic sheet, securing the edges of the plastic with dirt and weighting the sheet’s center down with a rock. The plastic should now form a cone(圆锥体) with 45-degree-angled sides. The low point of the sheet must be centered directly over, and no more than three inches above, the cup.
The solar still works by creating a greenhouse under the plastic. Ground water evaporates (蒸发) and collects on the sheet until small drops of water form, run down the material and fall off into the cup. When the container is full, you can suck the refreshment out through the tube, and won’t have to break down the still every time you need a drink.
1. What do we know about the solar still equipment from the first paragraph?| A．It’s delicate. | B．It’s expensive. |
| C．It’s complex. | D．It’s portable. |
| A．The tube. | B．The still. |
| C．The hole. | D．The cup. |
| A．Dig a hole of a certain size. | B．Put the cup in place. |
| C．Weight the sheet’s center down. | D．Cover the hole with the plastic sheet. |
| A．the plastic tube | B．outside the hole |
| C．the open air | D．beneath the sheet |
4 . As Internet users become more dependent on the Internet to store information, are people remember less? If you know your computer will save information, why store it in your own personal memory, your brain? Experts are wondering if the Internet is changing what we remember and how.
In a recent study, Professor Betsy Sparrow conducted some experiments. She and her research team wanted to know the Internet is changing memory. In the first experiment, they gave people 40 unimportant facts to type into a computer. The first group of people understood that the computer would save the information. The second group understood that the computer would not save it. Later, the second group remembered the information better. People in the first group knew they could find the information again, so they did not try to remember it.
In another experiment, the researchers gave people facts to remember, and told them where to find the information on the Internet. The information was in a specific computer folder (文件夹). Surprisingly, people later remember the folder location (位置) better than the facts. When people use the Internet, they do not remember the information. Rather, they remember how to find it. This is called “transactive memory (交互记忆)”
According to Sparrow, we are not becoming people with poor memories as a result of the Internet. Instead, computer users are developing stronger transactive memories; that is, people are learning how to organize huge quantities of information so that they are able to access it at a later date. This doesn’t mean we are becoming either more or less intelligent, but there is no doubt that the way we use memory is changing.
1. The passage begins with two questions to ________.| A．introduce the main topic | B．show the author’s attitude |
| C．describe how to use the Internet | D．explain how to store information |
| A．Sparrow’s team typed the information into a computer. |
| B．The two groups remembered the information equally well. |
| C．The first group did not try to remember the formation. |
| D．The second group did not understand the information. |
| A．keep the information in mind |
| B．change the quantity of information |
| C．organize information like a computer |
| D．remember how to find the information |
| A．We are using memory differently. |
| B．We are becoming more intelligent. |
| C．We have poorer memories than before. |
| D．We need a better way to access information. |
5 . When I was in fourth grade, I worked part-time as a paperboy. Mrs. Stanley was one of my customers. She’d watch me coming down her street, and by the time I’d biked up to her doorstep, there’d be a cold drink waiting. I’d sit and drink while she talked.
Mrs. Stanley talked mostly about her dead husband, “Mr. Stanley and I went shopping this morning.” she’d say. The first time she said that, soda(汽水) went up my nose.
I told my father how Mrs. Stanley talked as if Mr. Stanley were still alive. Dad said she was probably lonely, and that I ought to sit and listen and nod my head and smile, and maybe she’d work it out of her system. So that’s what I did, and it turned out Dad was right. After a while she seemed content to leave her husband over at the cemetery(墓地).
I finally quit delivering newspapers and didn’t see Mrs. Stanley for several years. Then we crossed paths at a church fund-raiser(募捐活动). She was spooning mashed potatoes and looking happy. Four years before, she’d had to offer her paperboy a drink to have someone to talk with. Now she had friends. Her husband was gone, but life went on.
I live in the city now, and my paperboy is a lady named Edna with three kids. She asks me how I’m doing. When I don’t say “fine”, she sticks around to hear my problems. She’s lived in the city most of her life, but she knows about community. Community isn’t so much a place as it is a state of mind. You find it whenever people ask how you’re doing because they care, and not because they’re getting paid to do so. Sometimes it’s good to just smile, nod your head and listen.
1. Why did soda go up the author’s nose one time?| A．He was talking fast. | B．He was shocked. |
| C．He was in a hurry. | D．He was absent-minded. |
| A．He enjoyed the drink. | B．He wanted to be helpful. |
| C．He took the chance to rest. | D．He tried to please his dad. |
| A．recover from her sadness | B．move out of the neighborhood |
| C．turn to her old friends | D．speak out about her past |
| A．Open up to others. | B．Depend on each other. |
| C．Pay for other’s help | D．Care about one another. |
A café society where no intellectualizing is allowed? It couldn’t seem more un-French. But Lehanne’s psychology café is about more than knowing oneself: It’s trying to help the city’s troubled neighborhood cafes. Over the years, Parisian cafes have fallen victim to changes in the French lifestyle-longer working hours, a fast food boom and a younger generation’s desire to spend more time at home. Dozens of new theme cafes appear to change the situation. Cafes focused around psychology, history, and engineering are catching on, filling tables well into the evening.
The city’s psychology cafes, which offer great comfort, are among the most popular places. Middle-aged homemakers, retirees, and the unemployed come to such cafes to talk about lover, anger, and dreams with a psychologist. And they come to Lehance’s group just to learn to say what they feel. There’s a strong need in Paris for communication, says Maurice Frisch, a cafe La Chope regular who works as religious instructor in a nearby church. “People have few real friends. And they need to open up” Lehanne says she’d like to see psychology cafes all over France. “If people had normal lives, these cafes wouldn’t exist”, she says, “If life weren’t a battle, people wouln’t need a special place just to speak.” But then, it wouldn’t be France.
1. What are people encouraged to do at the cafe La Chope?
| A．Learn a new subject |
| B．Keep in touch with friends. |
| C．Show off their knowledge. |
| D．Express their true feelings. |
| A．They are less frequently visited. |
| B．They stay open for longer hours. |
| C．They have bigger night crowds. |
| D．They start to serve fast food. |
| A．Create more jobs. |
| B．Supply better drinks. |
| C．Save the cafe business. |
| D．Serve the neighborhood. |
| A．They bring people true friendship. |
| B．They give people spiritual support. |
| C．They help people realize their dreams. |
| D．They offer a platform for business links. |
7 . Happiness is not a warm phone, according to a new study exploring the link between young life satisfaction and screen time. The study was led by professor of psychology Jean M. Twenge at San Diego State University (SDSU).
To research this link, Twenge, along with colleagues Gabrielle Martin at SDSU and W. Keith Campbell at the University of Georgia, dealt with data from the Monitoring the Future (MtF) study, a nationally representative survey of more than a million U. S. 8th-, 10th-, and 12th-graders. The survey asked students questions about how often they spent time on their Phones, tablets and computers, as well as questions about their face-to-face social interactions and their overall happiness.
On average found that teens who spent more time in front of screen devices — playing computer games, using social media, texting and video chatting — were less happy than those who invested more time in non-screen activities like sports, reading newspapers and magazines, and face-to-face social interactions.
"The key to digital media use and happiness is limited use," Twenge said. "Aim to spend no more than two hours a day on digital media, and try to increase the amount of time you spend seeing friends face-to-face and exercising — two activities reliably linked to greater happiness."
Looking at historical trends from the same age groups since the 1990s, it's easy to find that the increase of screen devices over time happened at the same time as a general drop-off in reported happiness in U. S. teens. Specifically, young peopled life satisfaction and happiness declined sharply after 2012. That's the year when the percentage of Americans who owned a smartphone rose above 50 percent. By far the largest change in teens' lives between 2012 and 2016 was the increase in the amount of time they spent on digital media, and the following decline in in-person social activities and sleep.
1. Which method did Twenge's team use for the study?| A．Calculating students' happiness. |
| B．Asking students certain questions. |
| C．Analyzing data from a survey. |
| D．Doing experiments on screen time. |
| A．By making a comparison. |
| B．By giving an example. |
| C．By making an argument. |
| D．By introducing a concept. |
| A．To draw a conclusion from the study. |
| B．To offer some advice to the readers. |
| C．To prove social activities' importance. |
| D．To support the researchers' finding. |
| A．Quitting Phones Equals Happiness |
| B．Screen Time Should Be Banned |
| C．Teens' Lives Have Changed Sharply |
| D．Screen-addicted Teens Are Unhappier |
8 . What is talent? Are you born with it? Or does it seem to develop over time? Before I start, I’d like to say that one thing everyone agrees on is that the most skilled musicians have worked hard to get there.
While it’s true that a few of us had enough “talent” to avoid extra practice to do just as well as those who did, those who worked hard easily beat us. It is, in fact, very likely that if some of us “talented ones” had actually been practicing and improving our skill, we would have achieved a whole different level.
Another aspect of talent seems to be heart and passion (酷爱). The people I see who are the most talented musicians are crazy about music. They eat, breathe, and live music and they make an extraordinary effort to make it part of their lives. As Remus Badea said, desire for the musician-to-be is significant for them to be successful. This desire is easily found in those considered to be talented. When you want and love something so bad, it drives you and your entire character can be shaped around it. Such determined passion seems to produce incredible skill and talent.
The third aspect (方面) of talent is having talent around you. When surrounded by talented musicians, it only seems natural that you start to catch up to their level Take a look at almost any group of musicians in history. The more talented people in the group the more talented the group is as a whole. A great example of this is the relationship between audio producer and artist. The artist turns up to the studio with their song, and as they work through recording it, the audio producer will often suggest various changes to the song to make it better.
1. What can we learn from Paragraph 2?| A．Pride goes before a fall. |
| B．It’s never too old to learn. |
| C．Practice contributes to talent. |
| D．Talent determines achievements. |
| A．Passion. | B．Character . | C．Skill. | D．Talent. |
| A．To introduce what real talents are. |
| B．To explain how a song is composed. |
| C．To prove talents need team spirit. |
| D．To show the benefits of being with talents. |
| A．Music has no limits. |
| B．Musicians are born with talent. |
| C．Music favors the talented. |
| D．Musicians are created, not born. |
9 . Examples of effective conservation of places matter to the world. They range from the 1960s Nubian campaign to safeguard Ancient Egyptian monuments from the waters of the Aswan Dam to the removal in 2018 of the Belize Barrier Reef from the List of World Heritage in Danger. Conservation is the core purpose of the World Heritage Convention and it may also be its biggest challenge.
The following example shows how successes at specific sites now serve as models for conservation and sustainable (可持续性) development. A year after Vienna was included on the World Heritage List in 2001, the World Heritage Committee (WHC) expressed concerns about the architectural solutions and height of four planned towers of the Wien-Mitte project. This development project, close to the Historic Centre of Vienna in the site’s buffer zone, the one that lies between two or more other areas, affected the urban scale (规模) and visual effects in and around the property (地产). As a result of the Committee’s concerns, Vienna changed its building codes and launched a new design competition for the Wien-Mitte project to work out architectural plans with reduced size in keeping with World Heritage protection.
The successful practice inspired the government of the city to invite over 600 experts and professionals from 55 countries to an international conference on World Heritage and contemporary architecture, held in Vienna in May 2005. The global discussion that followed, detailing an approach to managing conservation and development, was recorded in the UNESCO Recommendation in 2011.
The Recommendation put forwards an all-rounded and combined approach to balancing urban heritage (遗产) conservation and economic development, arguing that active protection and management of urban heritage supports the goal of sustainable development.
The Recommendation supports the harmonious combination of contemporary involvement into the historic urban framework while holding on to values linked to history, memory and the environment.
1. Why does the author mention the Belize Barrier Reef in Paragraph 1?| A．To explain the goal of the organization. |
| B．To encourage the public to protect the world. |
| C．To show the positive effect of conservation. |
| D．To remind people of the environmental problems. |
| A．It took up too much public land of the city. |
| B．It had a bad effect on the Historic Centre of Vienna. |
| C．Its original designs were not environmentally friendly. |
| D．Its architectural solutions couldn’t meet safety standards. |
| A．The ways to combine conservation and development. |
| B．The creation of the new UNESCO Recommendation. |
| C．The international urban management and development. |
| D．The styles of the contemporary architecture of Vienna. |
| A．To examine the challenges faced by global urban planners. |
| B．To introduce alternative ways of protecting the environment. |
| C．To stress the importance of the value of history and memory. |
| D．To promote active conservation and sustainable development. |
10 . Music
Opera at Music Hall: 1243 Elm Street The season runs June through August, with additional performances in March and September. The Opera honors Enjoy the Arts membership discounts. Phone: 241-2742.
http://www.cityopera.com
Chamber Orchestra: The Orchestra plays at Memorial Hall at 106 Elm Street, which offers several conceits from March through June. Gall 723-1182 for more information.
http://www.chamberorch.com.
Symphony Orchestra: At Music Hall and Riverbend. For ticket sales, call 381-3300. Regular season runs September through May at Music Hall in summer al Riverbend.
http://www.symphony.org/honie.asp.
College Conservatory Of Music (CCM): Performances are on the main campus of the university, usually at Patricia Cobbett Theater. CCM organizes a variety of events, including performances by the well-known LaSalle Quarter, CMM's Philharmonic Orchesira, and various groups of musicians presenting Baroque through modern music. Students with I.D. cards can attend the events for free. A free schedule of events for each term is available by coiling the box office at 556-4183.
http://www.ccm. uc.edu/events/calendar.
Rivebent Music Theater.6295 Kellogg Ave« Large outdoor theater with the closest seats under cover (price difference). Big name shows all summer long! Phone:232-6220.
http://www.riverbendmusic.com
1. Which number should you call if you want to nee an opera?| A．241-2742. | B．723-1182. |
| C．381-3300. | D．232-6220. |
| A．February. | B．May. |
| C．August | D．November. |
| A．Music Hall. | B．Memorial Hall. |
| C．Patricia Cobbett Theater. | D．Riverbend Music Theater. |
| A．It has seats in the open air. | B．It gives shows all yew round. |
| C．It offers membership discounts. | D．It presents famous musical works. |
