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1. How much should you pay to buy a pair of HCR3?| A．$229. | B．$249. |
| C．$458. | D．$478. |
| A．It can reduce noise automatically. |
| B．It has little in common with previous hearing aids. |
| C．It makes speech understood more easily with no whistling. |
| D．It’s rechargeable and can work for 16 hours if fully charged. |
| A．A magazine. | B．A business report. |
| C．A textbook. | D．A guidebook. |
2 . Life Begins on Board Your Next Cruise(邮轮)
On a cruise, it’s all about choices. And never about effort or annoyance. Simply step aboard and float away, as your grand accommodation takes you from port to port, country to country. Maybe you haven’t been on a cruise yet. Let’s see what it might look like.
Rise and shine
Everyone is a morning person on a cruise. Wake up to find yourself floating joyfully somewhere out on the horizon, between vast blue skies and rolling oceans. You’ve travelled far through the night, and each morning begins with a completely new and foreign destination calling from outside your window. What a way to start your day!
Breakfast of champions
Before the morning truly begins, spend some time relaxing on the top floor with a steaming cup of coffee and warm French pastries, taking in the unbelievable views and the fresh sea air. Or head to one of the many restaurants on the ground floor to find a rich meal fit for a king, then walk to the front of the ship and have some fresh fruit and American pancakes in the open-air market.
Ease into your day
Energize your morning with a yoga class, strengthening your body on the open-air board, palms stretched to the sea. Hit the gym for a refreshing workout or take a swim that will set you up for the day. If you are not so sporty, simply spend your morning sitting by the pool reading a book, perhaps losing yourself in the history, culture and legends of your next port of call.
1. Where can you enjoy a cup of coffee on the cruise?| A．On the top floor. | B．On the ground floor. |
| C．In the open-air market. | D．In the front of the ship. |
| A．Do yoga outdoors. | B．Work out in the gym. |
| C．Take a swim. | D．Read by the pool. |
| A．Cruise organizers. | B．Potential cruise participants. |
| C．Cruise advertisers. | D．Experienced cruise travelers. |
3 . Freshmen at Central Valley High in Ceres had a busy week of good deeds, tied to Pay It Forward Day, April 30, and an urge to show the world that teens can be awesome.
Kids in Success 101 spent first period making sandwiches for the homeless. The classes, taught by Natalie Rowell and Becky Lynch, got to hand 200 bagged sandwiches to the charity giving out the food. “They got to really see what an impact they had. It was inspiring and heartwarming,” Rowell said. Besides, students also made blankets to send to soldiers, and created 45 flower arrangements for senior people at the Hale Aloha Home in Ceres. “They were nervous going into it. But when they saw how happy the elderly were, the reality of what they did really surfaced,” Rowell said.
Rowell said she liked working with children. get to see how they learn. “It's different from how we learn, but we're kind of the same because they struggle in some of the subjects that we find hard as well.”
Success 101 was tailor-made for students with that kind of insight. The first-period class includes study help, speakers on teen subjects and an overall focus on looking past high school, figuring out the steps to create their future. “Some kids need that little push. In this class, that's what we do, we give them that little push,” Lynch added. “Success would be beneficial for all ninth-grade students. Since the start of the year, I really see a change in them.”
Raquel Alfaro, a teen participant who worked with the younger kids, likes the Pay It Forward idea. “This helps us show adults, and also kids, that we're doing something different and that we're not as mean and selfish as they think we are," Alfaro said.
1. How did the kids in Success 101 show their value in the week?| A．By studying very hard. | B．By doing some good deeds. |
| C．By helping their teachers. | D．By inspiring local community. |
| A．She is in need of some push. | B．She tried hard to learn some subjects. |
| C．She understands the kids well. | D．She started the Pay It Forward Day. |
| A．To push students to study harder. | B．To educate students to help others. |
| C．To inspire students to make a better change. | D．To improve students' academic performance. |
| A．Awesome. | B．Successful. | C．Changeable. | D．Selfish. |
4 . The genetics of human eye color is much more complex than previously thought. according to a new study published recently.
An international team of researchers led by King’s College London and Erasmus University Medical Center Rotterdam have identified 50 new genes for eye color in the largest genetic study of its kind to date. The study, published in Science Advances, involved the genetic analysis of almost 195,000 people across Europe and Asia.
These findings will help to improve the understanding of eye diseases such as pigmentary glaucoma and ocular albinism, where eye pigment (色素) levels play a role. In addition, the team found that eye color in Asians with different shades of brown is genetically similar to eye color in Europeans ranging from dark brown to light blue.
This study builds on previous research in which scientists had identified a dozen genes linked to eye color, believing there to be many more. Previously, scientists thought that variation in eye color was controlled by one or two genes only, with brown eyes dominant (显性的) over blue eyes.
Co-senior author Dr Pirro Hysi, King’s College London, said: “The findings are exciting because they bring us to a step closer to understanding the genes that cause one of the most striking features of the human faces, which has mystified (使困惑) generations throughout our history. This will improve our understanding of many diseases that we know are associated with specific pigmentation levels.”
Co-senior author Dr Manfred Kayser, Erasmus University Medical Center Rotterdam, said: “This study delivers the genetic knowledge needed to improve eye colour prediction from DNA as already applied in anthropological (人类学的) and forensic (法医的) studies, but with limited accuracy for the non-brown and non-blue eye colours.”
1. What does Paragraph 3 talk about?| A．The result and significance of the new study. |
| B．The key role eye pigment plays in eye discases. |
| C．The detailed progress of the newly-published study. |
| D．The difference in eye colors of Asians and Europeans. |
| A．Critical. | B．Disappointed. |
| C．Skeptical. | D．Supportive. |
| A．Scientists used to believe that eye color depended on a variety of genes. |
| B．Dr. Manfred Kayser identifies that the study can be applied to all eye colors. |
| C．Published in Science Advances, the study analyzed about 195,000 people globally. |
| D．The research which identified 50 new genes for eye color is the biggest of its kind so far. |
| A．Eye pigment levels are inked most eye diseases. |
| B．A new study found eye colors may be inked with many genes. |
| C．International scientists conduced a genetic analysis of eye colors and diseases. |
| D．Studies showed eye colors of Asians were different from those of Europeans. |
5 . With severe mental challenges and amblyopia (弱视), Xu Haofang’s idea of the world was limited to her home. Apart from her parents, interacting with others often proved to be a painful experience.
But Xu’s reality was changed when she started receiving help from the Zhang Xinya Rehabilitation (康复) Center in Shanghai. “She used to be totally dependent on us and barely spoke. Now, she has learned how to write in Chinese, how to wash the dishes and how to do the laundry herself,” says Yan Ping, Xu’s mother.
Founded in 2012 by Zhang Xinya, the center since its establishment has helped dozens of individuals like Xu with 21 of them eventually securing a job. Besides those having challenges, the center also provides assistance to those who are visually or hearing impaired (受损的). “We can unearth their potential and teach them the ability to take care of themselves,” says the 73-year-old, “By doing this, I also hope that their parents can be hopeful of their children’s future.”
Zhang Xinya herself is also a mother to a girl with mental challenges. To help her daughter build meaningful connections with society, Zhang took her to a government-funded center to learn physical exercises that would improve her motor sills Zhang later decided to volunteer at the center, which eventually inspired her to open her own rehabilitation facility (场所).
The center provides various classes conducted by professional teachers and psychological counselors and everyday skills are included in the syllabus (教学大纲). More than 400 lawyers, public health professionals and doctors have been invited to the station to give lectures. These individuals with special needs also receive heath checks at Zhang’s center.
“Many of the individuals could not take care of themselves when they first came, but now they can hold chopstick or spoon and eat by themselves. Some used to remain silent all the time but they can now sing and dance,” says Zhang. “Seeing them make progress is what makes this all worthwhile. This is what drives me to keep going.”
1. What’s the challenge in her life before Xu Haofang went to the center?| A．Her unemployment. | B．The pressure from the society. |
| C．Her disability and dependence. | D．Lack of trust in others. |
| A．discover | B．remove |
| C．change | D．admire |
| A．Her desire to see the disabled make progress in daily work. |
| B．Her experience as a volunteer in a government-funded center. |
| C．The encouragement she got from parents of those with special needs. |
| D．Her intention to help her daughter build meaningful connections with society. |
| A．the center mainly helps those who have mental challenges |
| B．all of the classes in the center are given by professional teachers |
| C．the center will secure jobs for the individuals with special needs |
| D．many individuals in the center have made progress in many aspects |
6 . The philosopher, Martin Buber, is most known for his work on “I-Thou/You” relationships in which people are open, direct, mutually interested in each other. In contrast, “I-It” relationships are those in which we use the other, like an object, to solve our problems and fulfill our needs and purposes.
It is not our fault that many of our relationships are or become “It” relationships because most of what we feel, think and do is motivated by unconscious memories of how to survive the environment into which we were born. Thus, one of the reasons we use other people to help us feel better about ourselves and cope in the world is that using people was once necessary and it worked. When we were small and helpless, “It” came and fed us, and held us, and set us on our way. We didn’t have to reciprocate and care for “It”. Even when the care and attention of “It” was minimal or unpredictable, if we got out of childhood alive, somewhere along the way “It” was involved.
Freud called this stage of early life “primary narcissism”, which is our instinct (本能) for self-preservation and is a normal part of our development. While most of us grow out of it，we still hold a survival fear, which motivates us to escape danger and to stay alive, and we all need this fear in healthy measure.
The problem is that too many of us, too much of the time, are in a constant state of threat—and we often don’t know it. We imagine people are talking about us behind our backs, that we have cancer, that we are inadequate, and vulnerable to more than our share of bad luck. As our brains have grown in size and complexity, so has our ability to scare ourselves.
This causes many problems. For example, our stress levels increase, our digestion is impaired and our thinking becomes restricted. Our threat response stops any bodily function, feeling, thought and behavior that might “waste” energy and detract from fighting or escaping danger. Thus, when in threat, our emotional, cognitive and behavioral range is significantly reduced.
And in this reduced state, one of our solutions is to find someone who can save and comfort us. Instead of enabling us to be open, direct and mutual, fear and anxiety lead us towards conversations and choices in our relations with others that are orientated towards surviving—not thriving (茁壮成长). Threat-motivated relationships are characterized by need, dependency, control, demand, dishonesty, and self-interest.
We cannot form the “I-Thou” relationships that Buber speaks of until we have learned to notice, comfort, and understand the emotions and patterns of our threat brain. When in threat, we tend to use other people as objects who can save and protect us, or who we can blame for our problems.
1. What does the underlined word “reciprocate” in Paragraph 2 probably mean?| A．Return the favour. | B．Ask for some advice. |
| C．Convey an apology. | D．Make some comments. |
| A．It leads to our survival fear. | B．It is normal and usually temporary. |
| C．It impacts our growth negatively. | D．It lays the foundation for Freud’s theory. |
| A．Comforting an upset friend. | B．Feeling sorry for your mistakes. |
| C．Trying hard to be independent. | D．Asking others to take on your task. |
| A．How We Can Form the “I-Thou” Relationships |
| B．How We Can Get Out of the “I-It” Relationships |
| C．Why We Treat Others as Objects Rather Than Individuals |
| D．What Helps Us Survive and Thrive in Early Stages of Life |
7 . Perhaps thousands of people have searched for a bronze chest full of gold and jewels hidden in the Rocky Mountains between Santa Fe and the Canadian border hidden by a millionaire adventurer. At least four people died in their search for the treasure.
But it's all over now. Fenn's Treasure has been found. The 89-year-old adventurer named Forrest Fenn, who created the treasure hunt, announced the news via his website. “I don't know the person who found it, but the poem in my book led him to the precise spot,” Fenn wrote. “The treasure was confirmed by a photograph the lucky finder sent me.”
Forrest Fenn, the man who started the hunt, lives in Santa Fe. He was a pilot in the Vietnam War and later accumulated his wealth as a dealer in art and antiques. Fenn was diagnosed(诊断) with cancer in 1988 and had planned to die peacefully in the woods with his treasure. But when his cancer became less serious, he changed his plan, eventually writing the poem that described his dream resting place, which is where he hid the treasure. The poem appeared in a memoir called The Thrill of the Chase. Fenn said that the chest wouldn't be found by accident; only a treasure hunter who correctly interpreted the clues(线索) would find it.
Several treasure hunters went missing while attempting to find the chest, including hunter Jeff Murphy and Mike Petersen, both of whom went missing in Yellowstone National Park in 2017. Fenn said that he had never been to the Yellowstone National Park, and that the treasure was not in a dangerous place. "It was in the thick forest of the Rocky Mountains and had not been moved from the spot where I hid it more than 10 years ago," Fenn wrote on his website. It is illegal to remove anything from a national park, which would cause trouble in legally claiming the treasure if it was found there.
1. What contributed to the finding of the treasure?| A．Fenn's announcement. | B．A poem in Fenn's book. |
| C．Fenn’s vivid description. | D．A photo on Fenn's website. |
| A．Who Forrest Fenn was. | B．Where Fenn hid the treasure. |
| C．How the treasure hunt began. | D．What Fenn did to find the treasure. |
| A．It was in Yellowstone National Park. |
| B．It was found by someone by chance. |
| C．It was moved from one place to another. |
| D．It was in Fenn's chosen resting place. |
| A．Taking. | B．Burying. | C．Protecting. | D．Acknowledging. |
8 . Beethoven is a giant of classical music. And the most influential, too—at least, when it comes to piano compositions. That's according to a study in the journal EP J Data Science.
If you're wondering how data analysis could determine something as abstract as cultural influence, it's worth remembering this: Music is the most mathematical of the art form, a lot of which is symbolic. The music is written in symbols that are connected in time.
Juyong Park is a theoretical physicist in South Korea. Park and his colleagues collected 900 piano compositions by 19 composers from 1700 to 1910. Then they used that mathematical quality to their advantage by dividing each composition into what they called “code words”, in other words, a chord. They then compared each chord to the chord or note that came after it, which allowed them to determine how creative composers were at coming up with novel transitions.
The composer with top marks for novelty was Rachmaninoff. But when the researchers looked at those chord transitions across all 19 composers, it was Beethoven who was most heavily borrowed from—meaning at least among the composers in this analysis, his influence was the largest.
Their study comes with some drawbacks. For example, the researchers only considered piano compositions in this work, and by only studying chord transitions, so their conclusions wouldn't relate to artists who were influential in other ways like Bach or Mozart. Park explained, “It's well understood that Mozart's contribution to music comes from the musical forms that he designed. That was not very well reflected by our mathematical modeling.”
As for Park, the results convinced him he has some listening to do. “Of course I listen to music. I like Rachmaninoff’s music, but I have to say I have listened to Beethoven way more than Rachmaninoff. So after this work came out, I ended up buying his whole complete collection.
1. What makes it possible to determine musical influence?| A．The symbolic nature of music. | B．The analytical function of piano music. |
| C．The abstract feature of culture. | D．The rapid development of technology. |
| A．Rachmaninoff. | B．Beethoven. | C．Bach. | D．Mozart. |
| A．To express his admiration for Mozart. | B．To compare Mozart with other musicians. |
| C．To introduce a way to design musical forms. | D．To show certain limitations of the study. |
| A．Beethoven: a Genius in Classical Music | B．Beethoven's Influence: Proved by Science |
| C．Chords: a New Way to Determine Music | D．The Art Form of Music : Written in Symbols |
9 . Being social and emotional from an early age is likely to help children win acceptance by their peers, build better relationships with teachers, and further academic learning. According to research, pretend play is a teaching tool that can be used to stimulate a child’s all-round development.
A curriculum based on this approach has been introduced in classes of pupils aged five and six by a research team from the University of Geneva. The study shows that pupils who followed the curriculum increased their emotional recognition capacities and emotional level compared to a control group. The use of pretend play as a teaching tool enables children to acquire emotional skills. with a potential positive effect on their prosocial(亲社会的) behavior and, in the longer term, on their academic success.
“Potential leads for learning do exist,” says Sylvie Richard. “We know already that pretend play promotes the understanding and regulation of emotions together with prosocial behavior in the early stages of schooling.”
Pretend play gives children the opportunity to use their imagination, in particular by means of scenarios(剧本)that they invent and the roles they play. For instance, they can pretend to be wizard or witch who’s making a kind of magic water that will send a dangerous dragon to sleep. The child creates the rules, adjusts them to suit their situation, and calls on their imagination”, explains Sylvie Richard.
A total of 79 children took part in the research, with the results showing an improvement in the recognition of emotions, particularly anger. The children also built up their emotional vocabulary. “The results suggest, on the one hand, that it’s essential to design a teaching system that takes pretend play into account as areas of knowledge that should be taught. On the other hand, the study shows that using this kind of play helps children experiment,” concludes Sylvie Richard. Given its success, the study is continuing with a more extensive curriculum, which is being carried out now in Geneva.
1. What is the purpose of Paragraph 1?| A．To introduce the topic of the text. |
| B．To explain the beginning of the research. |
| C．To encourage children to help their peers. |
| D．To stress the importance of academic learning. |
| A．Becoming a wizard or a witch |
| B．Controlling the mood of anger. |
| C．Mastering more emotional words. |
| D．Inventing scenarios with imagination. |
| A．Experiments of making a magic water. |
| B．Courses related to pretend play in Geneva. |
| C．Long-lasting influence of the research in Geneva. |
| D．Children involving in the recognition of emotions |
| A．Pretend play to “school” children’s emotions |
| B．Pretend play to increase children’s knowledge. |
| C．A learning rule to call on children’s imagination. |
| D．A curriculum to achieve children’s academic success. |
10 . In the latest attempt to deal with what academics and news call a “masculinity crisis”, the Education Ministry has proposed emphasizing the “spirit of yang”, or male qualities, by hiring more sports instructors and redesigning P.E. classes in schools.
Some social media users expressed support for the proposal, with one writing, “It’s hard to imagine such womanly boys can defend their country when an outside attack happens.” But others saw evidence of sexual discrimination and gender stereotypes (刻板印象).
Even state news media CCTV wrote on its Weibo account: “Education is not simply about cultivating ‘men’ and ‘women’. Strong inner qualities come first.”
CCTV also offered a general understanding of yang, writing, “Men show ‘the spirit of yang’ in manners, spirit and body shape, which is a kind of beauty, but ‘the spirit of yang’ does not simply mean ‘masculine’ (男性的) behavior.’ It should focus on a willingness of taking responsibility”.
The proposal was first made by Si Zefu, a deputy minister. He proposed that “many, many more” men should be hired as P.E. teachers to power a “masculine influence” in schools.
Mr. Si said the commonness of female teachers in schools and the popularity of “pretty boys” or “little fresh meat” had made boys “weak, fearful and shy,” adding that boys no longer wanted to become war heroes, warning that such a trend could endanger the Chinese people.
While the proposal did not include different treatment for boys and girls, educators like Liu Wenli, a professor at Beijing Normal University, see some risks. She said that even the reference “feminization of male youths” in the proposal could lead to more bullying of students because of their gender expression.
“Educators cannot call for the prevention of bullying in schools while developing the soil for bullying in schools,” she wrote on Weibo.
1. What does “masculinity crisis” refer to in the text?| A．The more bullying of boy students. |
| B．The lack of professional physical instructors. |
| C．The trend of womanly features shown in boys. |
| D．The sexual discrimination and gender stereotypes. |
| A．The beauty of manners. |
| B．The typical male image. |
| C．The quality of being responsible. |
| D．The expectations to be a P.E teacher. |
| A．treat boys and girls differently |
| B．prevent the school bullying |
| C．try to understand womanly boys |
| D．employ more male P.E. teachers |
| A．Concerned. | B．Approving. | C．Neutral. | D．Ambiguous. |
