3 . A shocking 53.6 million tons of electronic waste were discarded（丢弃）last year, a new UN-backed report has revealed. The report shows that e-waste is up 21%from five years ago. This isn't surprising, considering how many more people are adopting new technology and updating devices regularly to have the latest versions, but the report also shows that national collection and recycling strategies are nowhere close to matching consumption rates.

E-waste contains materials including copper（铜）, iron, gold and silver, which the report gives a conservative value of $ 57 billion. But most are thrown away or burned rather than being collected for recycling. Precious metals in waste are estimated to be worth $ 14 billion, but only $4 billion-worth is recovered at the moment.

While the number of countries with national e-waste policies has grown from 61 to 78 since 2014, there is little encouragement to obey and a mere 17% of collected items are recycled. If recycling does occur, it's often under dangerous conditions, such as burning circuit boards to recover copper, which "releases highly poisonous metals" and harms the health of workers.

The report found that Asia has the highest amounts of waste overall, producing 24.9 million metric tons (MMT), followed by Europe at 12 MMT, Africa at 2.9 MMT, and Oceania at 0.7 MMT.

But whose responsibility is it? Are governments in charge of setting up collection and recycling points, or should companies be responsible for recycling the goods they produce? It goes both ways. Companies do need to be held accountable by government regulations and have incentives to design products that are easily repaired. At the same time, governments need to make it easy for citizens to access collection points and deal with their broken electronics in a convenient way. Otherwise, they may turn to the easiest option-the landfill.

1. What can we learn from the first paragraph?

A．What e-waste refers to.

B．Where e-waste is collected.

C．Why e-waste is increasing rapidly.

D．How many kinds e-waste includes.

2. What do the statistics in paragraph 2 show?

A．The functions of policies.

B．The great damage to environment.

C．The change of consumption rates.

D．The urgency of recovering e-waste.

3. What is the problem with recycling e-waste at present?

A．It does harm to the workers' health.

B．It lacks national policy support.

C．It hardly makes profits.

D．It takes too much time.

4. How should the problem be solved according to the passage?

A．New technology should be used to update old devices.

B．Governments and companies should take responsibilities.

C．Non-poisonous metals had better be used in e-device.

D．Citizens must play a key role in recycling e-waste.

4 . Shanghai residents （居民） passing through the city’s eastern Huangpu district earlier this month might have discovered an unusual sight a “walking” building.

An 85-year-old primary school has been lifted off the ground in its entirety and relocated using new technology named the “walking” machine.

In the city’s latest effort to protect historic structures, engineers used nearly 200 mobile supports under the five-story building, according to Lan Wuji, chief technical supervisor of the project.

The supports act like robotic legs. They’re split into two groups which in turns rise up and down, like the human step. The sensors （感应器）help control how the building moves forward, said Lan.

In recent years, China’s rapid modernization has seen many historic buildings destroyed to clear land for skyscrapers and office buildings. But there has been growing concern about the architectural heritage （遗产）loss as a result of destruction across the country.

It is true Shanghai has been China’s most progressive city when it comes to heritage preservation. The survival of a number of 1930s buildings in the famous bund district and 19th-century “shikumen”（or “stone gate”） houses in the repaired Xintiandi neighborhood has offered examples of how to give old buildings new life.

The city also has a track record of relocating old buildings. In 2018, the city relocated a 90-year-old building in Hongkou district, which was then considered to be Shanghai’s most complex relocation project to date.

The Lagena Primary School, which weighs 7, 600 tons, faced a new challenge-it’s T-shaped, while previously relocated structures were square or rectangular（长方形的）, according to Xinhua.

Experts and technicians met to discuss possibilities and test a number of different technologies before deciding on the “walking machine”, Xinhua said.

1. Why did the 85-year-old primary school have to be moved?

A．To make room for modern buildings without destroying it.

B．To meet the new requirements of the school.

C．To protect it better as it is a cultural heritage.

D．To give the old building a new life…

2. How did the primary school get moved?

A．By reducing the weight of it.	B．By using movable supports.
C．By dividing it into several parts.	D．By using robotic legs.

3. Which of the following statements may the author agree with?

A．China’s rapid modernization leads to the architectural heritage loss.

B．The move of the primary school is the first example of heritage protection.

C．The different shape of the primary school adds difficulty to its move.

D．The move of the primary school is Shanghai’s most complex relocation project.

4. Where does the passage probably come from?

A．A news report.	B．A science review.
C．A travel magazine.	D．A geography book.

5 . When most people think of rodents(啮齿动物), they either think of pests like mice and rats, or cute animals, like guinea pigs or squirrels. What does not usually come to mind is the grass-chewing, water-loving, dog- sized capybara (水豚). Weighing up to 66 kilograms, the capybara is the world’s largest rodent. And that might be the least interesting thing about this wonderful animal.

Native to South America, capybaras are found in grasslands near lakes or rivers. They are excellent swimmers and spend much of their time in the water. They have webs between their toes to help them swim even better. Moreover, the position of their eyes, ears, and noses on the tops of their heads helps them fully dive in the water to hide from predators (捕食者). They love the water, and they can even sleep underwater, with only their noses above the surface.

Like many other rodents, capybaras live in large social groups. What’s unusual, however, is how friendly capybaras are with other animal species. The internet is full of images showing smaller animals sitting on capybaras. But despite these giant rodents’ social natures and cuteness, they don’t make very good pets. They can be territorial(有地盘意识的) with larger animals, and they have been known to bite humans when they feel threatened.

Capybaras continue to lose some of their cuteness when one takes a look at their diet. Their main food is grass, but like many grass-eating animals, they are not able to fully take in their meal the first time it passes through their digestive system(消化系统). So, capybaras frequently eat their own droppings to get additional nutrients from previous meals. There are lots of reasons to love capybaras, but this probably isn’t one of them.

1. According to this passage, what is special about capybaras among rodents?

A．Their size.

B．Their fur.

C．Their teeth.

D．Their living waters.

2. In what unusual way do capybaras hide from their enemies?

A．Their fur mixes with their environment.

B．They live in large groups to hide each individual.

C．They stand still in very tall grass.

D．They keep most of their bodies under the water.

3. Why would a capybara NOT make a good pet?

A．They need a lot of water to play in.

B．They may hurt humans when threatened.

C．Their food is too expensive to afford.

D．They carry diseases that are dangerous to humans.

4. What does the author say about the capybaras’ diet?

A．Their diet is especially friendly to the environment.

B．Capybaras become less cute when it comes to their diet.

C．Capybaras keep a balanced diet to get additional nutrients.

D．Their diet consists of many things, including grasses and other animals’ waste.

6 . On the first day of fourth grade, my teacher, Mrs. Brown, told my class a story about her husband Rob, who is a brain cancer survivor. After what Mrs. Brown experienced with Robs’ illness, she decided to devote part of her life to an organization called Be head Strong, which works to support families with a member suffering from brain cancer.

Along with typical math and science, throughout the year, Mrs. Brown shared stories with us about people in Be Head Strong who had overcome some tough and unfair battles. Mrs. Brown never showed any sadness or confusion toward the disease. She instead spoke only with words of determination to find a cure. Whether news from Be Head Strong was good or bad, she always looked at the situation as an opportunity to improve and do more.

My parents taught me from a very young age that making wise choices with my money is important. I would always set aside most of my $ 2.50-a-week allowance. By the end of the school year, I had saved over one hundred dollars, $ 131.30 to be exact. One day was wondering what to do with it. I did not feel like any game or toy was worth the time I had spent saving. I thought about the stories Mrs. Brown told us, then I decided that was where I wanted my money to go.

As the last day of school approached, my mom helped me wrap the heart-shaped box full of dollars and coins. After all the other kids had left on the last day of school, I handed Mrs. Brown the present. As she opened it, I told her that I wanted the money to go to Be Head Strong to help people like Rob. She broke into tears and hugged me tightly.

People may not always realize how big of an influence one kind gesture can make. One teacher encouraged a decision in my life that has changed the way how I live.

1. What do we know about Mrs. Brown from paragraph 1?

A．She had just survived a brain cancer.

B．She lost her husband to a brain cancer.

C．She founded a non-profit organization for brain cancer.

D．She was devoted to helping people with brain cancer.

2. Which of the following can best describe Mrs. Brown?

A．Outgoing and organized.	B．Positive and delightful.
C．Enthusiastic and patient.	D．Kind-hearted and strong-willed.

3. What can we infer from the underlined sentence in paragraph 3?

A．The author thought the money was worth something more meaningful.

B．The author’s parents were strict with him in buying games and toys.

C．The author was old enough to get rid of games and toys.

D．The author had no time to pick his favorite games and toys.

4. Which can be the best title for the text?

A．A Teacher—a Role model.	B．A Teacher—A Life-long Learner.
C．An Unforgettable Science lesson.	D．A Special Teacher and Her Life Story.

7 . NASA has a new job listing,and it's no joke. The US space agency is looking for a"joker" to join their journey to Mars.

A journey to Mars is no laughing matter. On average, the red planet is 140 million miles away. A trip there would take around eight months in a small spaceship. As it is difficult to communicate, astronauts will have to wait 20 minutes for a reply when an emergency happens.

“When you're living with others in a confined space for a long time, such as on a mission to Mars, problems will happen,” said Jeffrey Johnson, a scientist at the University of Florida. This is probably why NASA wants an astronaut with a sense of humor. These people have the ability to pull everyone together.

In stressful situations, perhaps humor is a way to know we aren't alone. By laughing together, we share stress, Then we can focus on our jobs instead of just worrying.

There are other examples of team “jokers”. One example is the journey to the South Pole led by Norwegian explorer Roald Amundsen, Adolf, a cook at Amundsen' s team, was "joker". He made people laugh through the whole difficult and dangerous journey, Amundsen later wrote that Adolf was the most valuable member of the team.

But if you're hoping that your favorite TV comedian will fly to Mars, that probably won't happen. “Being funny won't be enough to land somebody the job,” Johnson said. “They also need to be an excellent scientist and engineer.” Besides, they must be in top physical condition.

1. Who might get the job offered by NASA?

A．A good cook.	B．A talented joker.
C．A humorous engineer.	D．A popular comedian.

2. What does "a confined space" in Paragraph 3 mean?

A．a small space

B．an open space

C．a secure space

D．an empty space

3. How does the author think humor can help astronauts?

A．Reminding them of their family.	B．Bringing them closer on a journey.
C．Helping them know themselves better.	D．Helping them fix professional problems.

4. Why does the author mention the example of the cook?

A．To show the importance of their food.

B．To prove the role of humor in difficult situations.

C．To argue an actor is more important than a scientist.

D．To explain a journey to the South Pole matters a lot.

8 . Does solving a math problem give you a headache?Do you feel nervous in a math exam? For most students, math can be tough but scientists have proved that math problems can actually cause physical pain.

Scientists came to this conclusion with an in-depth experiment, which was published in the Public Library of Science One journal. They began by finding out how much participants fear math. Those involved were asked a series of questions such as how they feel when they receive a math textbook or when they walk into a math lesson.

Based on their answers, participants were divided into groups. One group was made up of people who were particularly afraid of math and participants in the other group were more comfortable with the subject. Both groups were then given either math tasks or word tasks. When a math task was going to come next, a yellow circle would appear but when a word task was soon to come, a blue square would be shown.

Using a brain-scan machine, scientists noticed that whenever people from Group One saw a yellow circle, their brain would respond in a way similar to when their body is feeling pain. It was like the pain they would feel, for example, if they burnt their hand on a hot stove. But they reacted less strongly when they knew that they would be faced with a word task. However, scientists saw no strong brain response from people in the second group.

Math can be difficult, and for those with high levels of mathematics-anxiety (HMA), math is associated with tension, and fear. “The higher a person’s anxiety of a math task, the more he activated brain regions associated with threat detection, and the experience of pain.” said Lyons, leader of the study.

More interestingly, the brain activity disappeared when participants actually started dealing with the math tasks. “This means that it’s not that math itself hurts; rather, the anticipation of math is painful,” Lyons said.

Based on the study, scientists suggested that things could be done to help students move past their fear of math, which might mean they perform better in tests.

1. In the first stage, scientists ask participants some questions to________ .

A．see whether math hurts

B．find out how much they fear math

C．observe how their brain response

D．test if they are good at math

2. Which of the following is TRUE according to the passage?

A．Group One reacted more strongly when they saw a blue square.

B．Group Two showed no brain response during the whole experiment.

C．Effective solutions have been worked out to lower students’ anxiety of math.

D．Physical pain caused by HMA disappears in the process of doing math problem.

3. The underlined phrase “the anticipation of math” is closest in meaning to________.

A．the attempt of learning math

B．the motivation to work out a math problem

C．the effort to understand math

D．the act of thinking about math

4. Which is the best title for the Passage?

A．How to overcome math fear.

B．Physical pain affects math performance.

C．Math pain in your brain.

D．Unknown truth about pain.

9 . When Simon Cane was in the second grade, he began learning about all the ways humans have an impact on the environment and really took those classroom lessons to heart in a way that set him apart from his schoolmates at his elementary school, P. S. 81, in the Bronx. “He told me we drove too much and made too much pollution,” his dad, Jonathan Cane, told Runner’s World. So Simon convinced his parents to start hanging their clothes to dry, taking the stairs instead of elevators, and other “green” measures.

“For much of kindergarten and first grade I rode my bike to Simon’s school with him on the back,” Jonathan said. “We had a lot of fun being outdoors. We’d stop to give our dog treats and generally enjoyed it.” As Simon got bigger, though, it wasn’t practical for him to ride on his father’s back, but it also didn’t make sense to ride together — both because of safety concerns and because there was no place to put away Simon’s bike. So, most of the time they drove the 1. 5 miles to school.

But in 2019, when Simon was going into third grade, the 8-year-old came up with a new way to help the planet: running the 1. 5 miles to P. S. 81. And Jonathan promised his son he’d join him for as long as he wanted.

“We did a test run one day in August, and decided to give it a go. To be honest, I thought he’d blink (眨眼)after it got really cold or rainy, but he never did,” Jonathan said. He recalled one day when the weather was particularly bad. “It’s really raining out there today,” he told Simon. “And Simon said, ‘Well then we’re going to get wet!’ He took pride in toughing it out, and it became a really fun family routine.”

Since the start, Simon has run with his dad and their black dog, Lola, and has even inspired his mom, Nicole Sin Quee, to join in. They soon became known as “the family that runs to school”.

1. What makes Simon different from his classmates?

A．Washing his clothes by himself.	B．Taking many classes after school.
C．Raising strange questions in class.	D．Taking green measures to protect the environment.

2. How did Simon usually go to school in second grade?

A．By car.

B．By cycling.

C．By running.

D．By school bus.

3. What can be inferred from paragraph 4?

A．Simon has trouble with his eyesight.	B．Simon is really stubborn and inflexible.
C．Simon is much tougher than expected.	D．Simon didn’t get support from his father.

4. What can be the best title for the text?

A．The Best Way to Go to School

B．Father and Son Run for the Environment

C．A Teenager Keeps Running to Inspire Father

D．Three Inspiring Running Athletes to Protect the Environment

10 . Many people believe that there is one form of their language that is more correct than others.They may believe for example that British English is more correct than other varieties;or that written English is more correct than spoken English; or that standard spoken forms are more correct than dialect forms. Often this belief is supported by reference books to grammars ,usage guides or dictionaries:if something goes against a rule in a grammar,or if the word isn't in the dictionary ,it“must be wrong”. Since the reference books are most often based on observation of the standard written language, the argument is really circular: these books will naturally describe standard usage, because that is what they are for ;but this does not mean that there is anything wrong with other kinds of usage that are less often described.

A better way of looking at things is to say that usage is“correct in its place”. Standard American English is correct in America , British English is correct in Britain , spoken grammar is accepted in casual speech, and formal written grammar is employed in formal writing. So this means there is no answer to the question: “What kind of English should learners study?” It depends on their purposes. For many learners, the best model is one or other of the two main standard varieties :British or American English. Neither of these is “better”than the other ,and they are both used and understood worldwide.

People are also worried by language change. If younger people“break”the rules that older people have learnt, or use language in new ways, older people often feel disturbed: they are concerned that younger people no longer know their grammar, and that the language is going downhill. This is a needless worry :change is natural and inevitable,it cannot be stopped ,and it does not generally affect a language 's efficiency as a communicative tool. A great deal of modern English grammar would have been wrong three hundred years ago, and will perhaps be wrong again three hundred years from now.

1. What can you learn from the 1st paragraph ?

A．Learners are always confused by the reference books.

B．Usages not mentioned in the reference books are not necessarily wrong.

C．Nobody can challenge the authority of the reference books.

D．Some wrong usages can be found in the reference books.

2. What does the author imply in paragraph 2?

A．Big differences exist between British English and American English.

B．American English is better for learners than British English.

C．A learner should master all the distinctions of different English.

D．Standard English varies according to different situations.

3. Which word can replace the underlined word“inevitable" in paragraph 3?

A．avoidable.	B．certain.
C．formal.	D．temporary.

4. What is the author's attitude towards the changes of English?

A．Disturbed.	B．Concerned.
C．Indifferent.	D．Acceptable.