1 . Anyone wanting to help the poor may like this idea—recycling aluminum cans in a different way, which is apparently also good for the environment. So you're actually killing two birds with one stone. It goes without saying that recycling aluminum cans can save resources, energy, time and money. People usually save and place aluminum cans in the dustbins, which are then collected and taken away by cleaners, who will finally recycle them in the recycling center. But if you save the aluminum cans, and skip the cleaners, you can save these same cans for something more important—helping the poor. In other words, by doing less, you are giving the environmental cause some new significance.
Here is how to put this idea into action. Take your aluminum cans and place them in a plastic bag. For the dirty ones, rinse them out first. Store the bag of clean aluminum cans. Once you collect about one hundred cans or more, take the cans to the recycle center yourself. There are about eighteen aluminum cans in a pound. And you can receive three to four dollars for one hundred cans. Donate your three to four dollars to the poor or any charity organization of your choice.
By now, you may wonder if your few dollars have really made a difference to the poor. Consider this: Is there any individual or any specific event that is great enough to change the world or decide the direction that history takes? The answer is probably no. What if there were a lot of people who would do the same thing? History shows nothing but the collective will of the whole community. And that will surely be powerful enough to make a bigger difference.
Go to your community or your school and spread your idea. Share your idea and save your aluminum cans with other people. One hundred people can speak louder than one. And the money you make by saving cans can be multiplied by one hundred times. And if more people join in the cause around the world, an even larger difference can be made , and more people in need will enjoy the benefits.
1. What's special about the new idea?| A．It makes profits. | B．It saves resources. |
| C．It benefits the poor. | D．It involves cleaners. |
| A．Dirty cans do not sell well. | B．You decide who receives the money. |
| C．A hundred cans weigh about 3 pounds. | D．The recycle center is conveniently located. |
| A．A great individual or event. | B．The direction history takes. |
| C．The collective will of people. | D．The neighbourhood you live in. |
| A．Many hands make light work. | B．Kill two birds with one stone. |
| C．Don't put the cart before the horse. | D．No man can do two things at once. |
2 . Barbara McClintock was one of the most important scientists of the 20th century. She made important discoveries about genes and chromosomes(染色体).
Barbara McClintock was born in 1902 in Hartford, Connecticut. Her family moved to the Brooklyn area of New York City in 1908. Barbara was an active child with interests in sports and music. She also developed an interest in science.
She studied science at Cornell University in Ithaca, New York. Barbara was among a small number of undergraduate students to receive training in genetics in 1921. Years later, she noted that few college students wanted to study genetics.
Barbara McClintock decided to study botany, the scientific study of plants, at Cornell University. She completed her undergraduate studies in 1923. McClintock decided to continue her education at Cornell. She completed the master’s degree in 1925. Two years later, she finished all her requirements for the doctorate degree.
McClintock stayed at Cornell after she completed her education. She taught students botany. The 1930s was not a good time to be a young scientist in the United States. The country was in the middle of the great economic depression. Millions of Americans were unemployed. Male scientists were offered jobs. But female geneticists were not much in demand.
An old friend from Cornell, Marcus Rhoades, invited McClintock to spend the summer of 1941 working at the Cold Spring Harbor Laboratory. It is a research center on Long Island, near New York City. McClintock started a temporary job with the genetics department. A short time later, she accepted a perpetual position in the laboratory and got continual incomes. This gave her the freedom to continue her research without repeatedly asking for financial aid.
By the 1970s, her discoveries had had an effect on everything from genetic engineering to cancer research. McClintock won the Nobel Prize for Physiology or Medicine in 1983 for her discovery of the ability of genes to change positions on chromosomes. She was the first American woman to win an unshared Nobel Prize.
1. When did McClintock get a doctorate degree?| A．In 1921. | B．In 1923. | C．In 1925. | D．In 1927 |
| A．male scientists were in great demand |
| B．male scientists were out of work |
| C．female geneticists were not in demand at all |
| D．young female scientists might have trouble finding a job |
| A．A permanent position in the laboratory. |
| B．A temporary job in the genetics department. |
| C．A job as a botany teacher. |
| D．A job to research cancer. |
| A．Because she received a degree in genes and chromosomes. |
| B．Because she contributed to genetic engineering and cancer research. |
| C．Because she made important discoveries about genes and chromosomes. |
| D．Because she was the first American woman who studied genes and chromosomes. |
3 . A shocking 53.6 million tons of electronic waste were discarded 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, 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. |
| A．The functions of policies. | B．The great damage to environment. |
| C．The change of consumption rates. | D．The urgency of recovering e-waste. |
| 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 . At the beginning of the 20th century there were more than a million lions worldwide. Today there are less than 30,000 in the wild. The remaining lions are increasingly threatened by habitat loss, hunting activities to protect farms and cattle.
For generations, Masai tribesmen on the large African plains in southeastern Kenya have hunted lions-to protect their farms and cattle. Today they celebrate the lions’ life. Noah is an elder in the Masai community. “We have decided as a community of the Masai to lay down our spears, and there will be no more killing of lions in our community.” He is part of a group of Masai visiting the United States promoting (推广) the Predator (捕食性动物) Compensation Program.
Conservation International’s Frank Hawkins explains，“The Masai have been living with wildlife for many generations and it has been a conflicting relationship in many ways. They compete with the animals for food as lions eat their cattle. We’re trying to find ways in which the wildlife will become something useful to them.” They had the Predator Compensation Fund founded in 2003. After much discussion, a group of Masai farmers agreed to protect lions. In turn, if lions or other predators kill their cattle, the Masai owner will be paid market value for the dead animals from the fund.
One man said that in the past, when a lion killed cattle, they killed it on the spot. And now, after the start of the program, the Masai see the lion population growing. Since 2003. only four lions have been killed here.
1. What is this passage mainly about?| A．The wildlife in the world. |
| B．Lions and the Masai. |
| C．The reason why lions are killed. |
| D．The living ways of the Masai. |
| A．To protect people in the wild. |
| B．To help the Masai protect their farms and cattle. |
| C．To protect lions only. |
| D．To protect the wildlife. |
| A．because lions were dangerous for people there. |
| B．because dead lions were worth a lot of money. |
| C．because they wanted lions’ meat. |
| D．because they wanted to protect their farms and cattle. |
| A．Reasonable. | B．Cruel. | C．Poor. | D．Stupid. |
5 . People have strange ideas about food. For example, tomato is a kind of very delicious vegetable. It is one of useful plants that can be prepared in many ways. It has rich nutrition and vitamin in it. But in the 18th century, Americans never ate tomatoes. They grew them in their gardens because tomato plants are so pretty. But they thought the vegetable was poisonous. They called tomatoes “poison apples”.
President Thomas Jefferson, however, know that tomatoes were good to eat. He was a learned man. He had been to Paris, where he learned to love the taste of tomatoes. He grew many kinds of tomatoes in his garden. The President taught his cook a way for a cream of tomato soup. This beautiful pink soup was served at the President party. The guests thought the soup tasted really good. They never thought their president would serve his honoured guests poison apples. Jefferson never spoke to his honoured guests about the fact.
1. What do we know about tomato?
| A．It is a kind of poisonous fruit |
| B．It id a kind of poisonous vegetable |
| C．It is a kind of tasty fruit. |
| D．It is a kind of tasty vegetable. |
| A．while he was in Paris | B．when he was a little boy |
| C．because his parents told him so | D．from books |
| A．They were people from other countries. | B．They were from France. |
| C．They were people of his own country. | D．They were men only. |
6 . “Every child has a great curiosity about something they love,” said Carolyn King, a doctor in Grand Rapids, Michigan. King, who once studied at Wayne State University School of Medicine in Detroit, is the co-founder of a yearly event called Reach Out to Youth (ROTY).
Wayne State has held the event since 1989, which lets kids ages 7 to 11 experience science and medicine in a fun way.
“We’re here to help identify future scientists and future physicians,” said Richard Baker, director of Medical Education at Wayne State.
Diamond Moore, a medical student and the leading organizer of ROTY, planned a special but interesting day for attendees. Exhibits included a room where you could see a brain, heart, and some other parts of our body, and a room where you could test your reflexes (反射动作). Wayne State teachers and medical students, including Moore, shared their knowledge of medical science with kids.
“This program wants kids to learn about science, arts, and the health care system,” Moore said, “so that hopefully, they’ll become interested in medicine.”
Some of the students were excited about the chance to tour the exhibits and learn more about medicine-related jobs. “A doctor would be a cool job,” said first-time attendee Desiree Anders, 9.
Jeremiah Tower, an 11-year-old from Detroit, said that learning about “science and things about the body” was what the program was all about. Still, he wasn’t excited about having to get up early on a Saturday morning.
This year’s theme (主题) was “Play It Safe: Brain Safety.” After seeing what a brain looks like up close, young attendees learned about the danger of concussions (脑震荡). A fun test was given about brain safety so that kids could see how much they had learned.
About 350 kids take part in the program each year. It’s a great way to get an idea of what it feels like to be a doctor.
1. What can we learn about ROTY?| A．It is open to kids of all ages. |
| B．It educates kids in a fun way. |
| C．It is held on a Saturday afternoon. |
| D．It helps kids learn more about others. |
| A．Care for. | B．Look for. | C．Pick up. | D．Cheer up. |
| A．She felt a bit worried about it. |
| B．She thought it was hard to learn. |
| C．She showed an interest in it. |
| D．She believed it would have a bright future. |
7 . Vaccines(疫苗) may soon make their first film appearance. Led by expert Maria A. Croyle, researchers have developed a thin sheet that preserves vaccines for long periods without refrigeration. This means the carefully cooled small bottles now used to ship vaccines could potentially be replaced by lightweight films that can be mailed in an envelope and stored on a shelf.
Croyle’s laboratory began developing the technology in 2007. Inspired by amber’s ability to preserve the DNA of insects, the researchers set out to create their own version of the substance by mixing “a lot of sugar and a little bit of salt, much like hard candy,” Croyle explains. The vaccine-containing film is administered by mouth—sweet news for many who dislike needles.
The film is tailored to suit each specific vaccine candidate and provide a protective coating. “We’ve learned over time that the key to really stabilizing whatever the film holds is to have it intermixed with all the components,” Croyle says, adding that the process is quick and uses affordable, standard equipment. “We really wanted to come up with something that would be transferable to developing countries.”
Immunization(免疫) programs depend heavily on keeping vaccines cold(2℃-8℃) as they are transported, sometimes over thousands of kilometers to far-away locations. Delivery can be difficult and costly, and transport disruptions can cause the vaccines to be ineffective.
But this new product can store live viruses, bacteria and antibodies for several months at 20℃. In a paper published in Science Advances, the scientists show that the live viruses in one vaccine were preserved in the film even after 36 months. They also find that a flu vaccine suspended in their film compares favourably with a traditional flu shot(流感预防针). “The study demonstrates early proof of concept for an exciting platform for vaccine product development,” says Lisa Rohan, a pharmacologist, who was not involved in the study. She also notes that each vaccine type would need a custom formulation(配方) for future stages of development.
Finding partners to mass-produce for clinical trials is the researchers’ most pressing problem, Croyle says. They are also exploring packaging methods to keep their films stable up to 40℃.
Size is a major advantage—a letter-sized sheet of the film can carry more than 500 doses(剂) of vaccine, about 1⁄900 the weight of the same amount of traditional doses. By making it easier and cheaper to ship and preserve vaccines efficiently, Croyle says, the technology could vastly improve immunization rates the world over, particularly in middle- to low- income countries.
1. What can we learn about the film?| A．It contains animal’s DNA. | B．It will replace vaccines. |
| C．It comes in different flavours. | D．It can hold bio-products. |
| A．key component | B．development schedule |
| C．possible advantages | D．transportation requirements |
| A．advise personalizing vaccines |
| B．suggest the product is promising |
| C．prove the study is supported widely |
| D．stress the functions of a new platform |
| A．Advertising the film worldwide. | B．Improving the film’s capacity. |
| C．Reducing the shipping cost. | D．Seeking ideal manufacturers. |
8 . Fairy tales focus on creating a fantasy world to the reader encouraging imagination and teaching problem-solving skills. It is equally important that they provide influential moral lessons, highlighting the dangers of failing to follow the social codes that let human beings coexist in harmony. Such moral lessons may not mean much to a robot, but a team of researchers at Georgia Institute of Technology believes it has found a way to use the fairy tales as moral lessons that AI (artificial intelligence) can take to its cold and mechanical heart.
The collected stories of different cultures teach children how to behave in socially acceptable ways with examples of proper and improper behavior in fairy tales, novels and other literature. We believe story comprehension in robots can eliminate the immoral behavior of the the intelligent robots, which was predicted and feared by some of the biggest names in technology including Stephen Hawking and Bill Gates. This system is called “Quixote” (堂吉诃德). It collects story plots from the Internet and then uses those stories to teach robots how to behave.
The experiment done by the designers involves going to a drugstore to purchase some medicine for a human who needs to get it as soon as possible. The robot has three options. It can wait in line; it can interact with the store keeper politely and purchase the medicine with priority; or it can steal the medicine and escape. Without any further directives (指令), the robot will come to the conclusion that the most efficient means of obtaining the medicine is to steal it. But Quixote offers a reward for waiting in line and politely purchasing the medicine and a punishment for stealing it. In this way, the robot will learn the moral way to behave on that occasion.
Quixote would run best on a robot that has a very limited function. It’s a baby step in the direction of teaching more moral lessons into robots. We believe that AI has to be trained to adopt the values of a particular society, and in doing so, it will strive to avoid unacceptable behavior. Giving robots the ability to read and understand our stories may be the most efficient means.
1. What is the robot really expected to do in the experiment?| A．To purchase some medicine for a human. |
| B．To finish the task as efficiently as possible. |
| C．To perform in a socially acceptable way. |
| D．To perform under the designer’s instructions. |
| A．Praise. | B．Promote. | C．Rid. | D．Strengthen. |
| A．Quixote has already been widely used in robots. |
| B．Robots will be definitely designed with limited function. |
| C．The development of robots is still in a baby step. |
| D．Robots are necessarily to be trained to follow social codes. |
| A．Using stories to teach moral to robots. | B．Speeding up the development of robots. |
| C．Preventing robots from behaving badly. | D．Training robots to read fairy tales. |
9 . Splash (落水声)! Did you hear that? Can you guess what it is? Can you figure it out? If you guessed the ocean, then you’re correct! I believe that my organization, Reef Check, is the most worthy of receiving the Chocolate Heart money. Do you want to know why? Well, soon you’ll find out.
First of all, Reef Check needs the money to repair and clean coral reefs (珊瑚礁) which are home to millions of sea animals. Reef Check hopes to educate the public about the value of reef ecosystems (生态系统) and the danger that sea animals and plants are facing. Based in Los Angeles, Reef Check has volunteer teams in more than 90 countries, making community volunteers, businesses, universities, and other non-profit organizations work together. It works to create a worldwide network of volunteer teams trained in Reef Check’s scientific methods that survey coral and rocky reefs and report on reef health. Also, Reef Check takes action to protect remaining ancient reefs and repair reefs in danger worldwide.
For example, imagine you are a poor sea animal, whose home just got destroyed or wasn’t clean. What would you do? What could you do? Nothing much, really. But that’s exactly Reef Check’s job! To clean and protect these homes for many sea animals!
Furthermore, in 1997, Reef Check carried out the first-ever survey of coral reef health that provided scientific evidence that our coral reefs were in danger because of overfishing, illegal fishing, and pollution. The results surprised many biologists who had not realized the seriousness of human influence on reefs. In August 2002, Reef Check presented its report, The Global Coral Reef Crisis - Trends and Solutions, at the World Summit in South Africa. The report warned that there was no reef in the world that remained untouched by human influence, such as overfishing, pollution, and climate change.
In short, everyone should have a home including animals from the sea. So don’t leave them out! Be generous and give them a home!
1. What do we know about Reef Check?| A．It is a team of scientists. |
| B．It mainly studies sea animals. |
| C．It is a non-profit organization. |
| D．It is run by the US government. |
| A．To show the role of Reef Check. |
| B．To show the importance of reefs. |
| C．To show how poor sea animals are. |
| D．To show the seriousness of sea pollution. |
| A．Reefs would die out in the near future. |
| B．Humans and reefs depended on each other. |
| C．Overfishing influenced the oceans seriously. |
| D．Reefs were at risk because of human activities. |
| A．To describe what Reef Check is. |
| B．To introduce a dangerous but important job. |
| C．To explain why Reef Check needs support. |
| D．To educate the public to care for the environment. |
10 . Tea drinking was common in China for nearly one thousand years before anyone in Europe had ever heard about tea. People in Britain were much slower in finding out what tea was like, mainly because tea was very expensive. It could not be bought in shops and even those people who could afford to have it sent from Holland did so only because it was a fashionable curiosity. Some of them were not sure how to use it. They thought it was a vegetable and tried cooking the leaves. Then they served them mixed with butter and salt. They soon discovered their mistake but many people used to spread the used tea leaves on bread and give them to their children as sandwiches.
Tea remained rare and very expensive in England until the ships of the East India Company began to bring it direct from China early in the seventeenth century. During the next few years so much tea came into the country that the price fell and many people could afford to buy it.
At the same time people on the Continent were becoming more and more fond of tea. Until then tea had been drunk without milk in it, but one day a famous French lady named Madame de Sevigne decided to see what tea tasted like when milk was added. She found it so pleasant that she would never again drink it without milk. Because she was such a great lady her friends thought they must copy everything she did, so they also drank their tea with milk in it. Slowly this habit spread until it reached England and today only very few Britons drink tea without milk.
At first, tea was usually drunk after dinner in the evening. No one ever thought of drinking tea in the afternoon until a duchess found that a cup of tea and a piece of cake at three or four o'clock stopped her getting “a sinking feeling” as she called it. She invited her friends to have this new meal with her, and so tea-time was born.
1. Which of the following is true of the introduction of tea into Britain?| A．The Britons got expensive tea from India. |
| B．Tea reached Britain from Holland. |
| C．The Britons were the first people in Europe who drank tea. |
| D．It was not until the 17th century that the Britons had tea. |
| A．How tea-time was born in Holland. |
| B．The history of tea drinking in Britain. |
| C．How tea became a popular drink in France. |
| D．How the Britons got the habit of drinking afternoon tea. |
| A．In the eighteenth century. | B．In the sixteenth century. |
| C．In the seventeenth century. | D．In the late seventeenth century. |
| A．It tasted like milk. |
| B．It was good for health. |
| C．It became a popular drink. |
| D．They tried to copy the way Madame de Sevigne drank tea. |
