1 . A http:/www.literacynet.org/cnnsf/
Fantastic site from CNN. Over 50 news stories categorized under headings such as crime, environment and adventure. Each story has a range of activities focusing on comprehension and vocabulary, mostly of the multiple-choice variety.
B http:/www.npr.org/
NPR is an American radio network with an extensive audio archive—an excellent source of authentic English.
C http:/www.humorlinks.com/
Hilarious site bringing together over 7,000 links to humor of every kind, from American comedy to Australian cartoons. Here you will see the funniest jokes and pictures from around the world.
D http:/www.bbc.co.uk/bbcfour/audiointerviews/
Hundreds of fascinating interviews with famous people from every walk of life: actors, cartoonists, musicians, painters, philosophers, political activists, scientists and writers.
E http:/www.bbc.co.uk/music/listen
Lots of online music from classical to jazz, from blues to rap. You can listen to radio programs or select a range of special features.
F http: /www.onestopenglish.com
Here you will find listening activities—updated each month--from the online magazine from Macmillan.
1. http:/www.literacynet.org/cnnsf is a website intended for those who________.| A．are learning English |
| B．are writing news stories |
| C．are interested in environment protection |
| D．are designing activities for newspapers |
| A．http:/www.onestopenglish.com |
| B．http:/www.humorlinks.com/ |
| C．http:/www.bbc.co.uk/bbcfour/audiointerviews/ |
| D．http:/www.bbc.co.uk/music/isten |
| A．How to Choose a Suitable Website |
| B．This Week's Web Guide |
| C．Web Radio: New Access to Information |
| D．Special Features from Famous Websites |
2 . During those barren winter months, with windows overlooking long-dead gardens, leafless trees, and lawns that seem to have an ashy look about them, nothing calms the uneasy nerves more than the vibrant green of plants surrounding the living spaces of one’s home. People browse through garden stores just to get a smell of chlorophyll (叶绿素) and to choose a plant or two to bring spring back into their winter-gray lives.
Now there is even more of a need for “the green,” in light of recent articles warning us of the dangers of chemicals that we, ourselves, introduce into our homes. Each time we bring clothes home from the cleaners, we release those chemicals into the closed-in air of our homes. Every cleanser releases its own kind of fumes.
Some of the chemicals are formaldehyde (甲醛), chlorine, benzene, styrene, etc. Read the labels on many home products, the ingredients aren’t even listed! During the winter, when those same windows are shut tight, we breathe in these chemicals—causing symptoms much like allergies (过敏). In fact, most people probably dismiss the effects of these chemicals simply as some allergy or other. The truth is that we are experiencing a syndrome that is called Multiple Chemical Sensitivity. Now, what has this got to do with green plants? Everything healthy! Research has been conducted with two types of plants that have actually removed much of these harmful chemicals from the air.
The two plants that seem to be the best bet for ridding one’s home of such chemicals are ferns (蕨类植物) and palms. These plants release moisture as part of photosynthesis and, as they do, pull chemicals from the air into their leaves. Even NASA has conducted some greenhouse experiments for long-term space exploration. Within hours, their plants [palms] had removed almost all traces of formaldehyde in the room. Both species of plants are ancient, dating back more than a hundred million years. Another trait they share is that they both live long lives, 100 years or more. This we expect from trees, but ferns and palms are plants; plants that can grow to 65 feet in the proper setting! Even their individual leaves live for one to two years [ferns] and one to nine years [palms]. Perhaps it is their primary qualities that have contributed to their ability to purify their environment.
1. Why does the author think we are in greater need of “the green” in our homes?| A．To bring our long-dead gardens back to life. |
| B．To get rid of harmful chemicals trapped there. |
| C．To make us feel calmer and less worried. |
| D．To serve as decorations as well as refresh us. |
| A．The source of these chemicals released in our homes hasn’t been identified. |
| B．The chemicals can be removed immediately the two plants are put into use. |
| C．People tend to underestimate the effects of the chemical in the closed-in places. |
| D．People usually buy household products without referring to the ingredients on them. |
| A．the ability to absorb chemicals and live long |
| B．their adaptability to indoor environment |
| C．the fast growth and attractiveness of their leaves |
| D．the release of their moisture and fumes |
| A．Research in the New Millennium |
| B．Common Houseplants May Purify Your Home |
| C．Hidden Dangers in Your Home |
| D．NASA Experiment Finds the Cure |
3 . Two years ago, Wendy Hasnip, 47, experienced a brain injury that left her speechless for two weeks. When she finally recovered, she found herself talking with what seemed to be a French accent. “I phoned a friend the other day, and she spent the first ten minutes laughing,” Hasnip said at the time. “While I have nothing against the French, this is not me.”
Hasnip suffered from foreign accent syndrome, a rare condition in which people find themselves speaking their own language like someone from a foreign country. The condition usually occurs in people who have experienced a head injury or a stroke—a sudden loss of consciousness, or movement caused by a blocked or broken blood vessel in the brain.
The condition was first identified during the Second World War in a Norwegian woman whose head was hit by shrapnel during an attack by the German military. The woman recovered but was left with a German-sounding accent, to the horror of fellow villagers who shunned her after that.
Researchers at Oxford University have now discovered that victims of foreign accent syndrome suffer from damage to several parts of the brain. The combined effect of that damage makes victims lengthen certain syllables, mispronounce sounds, and alter their normal voice. Those changes in speech add up to what sounds like a foreign accent, says one of the researchers, Jennifer Gurd, an expert in the scientific study of nerves and relevant diseases.
Another researcher, John Coleman, an expert in language, says victims of the syndrome don’t acquire a true foreign accent. Their strangely altered speech only resembles the foreign accent with which it has a few sounds in common.
1. When Wendy Hasnip spoke her native language with a French accent, she felt ___.| A．upset | B．excited | C．scared | D．satisfied |
| A．who were once hit by shrapnel during a military attack |
| B．who were once attacked by horrible fellow villagers |
| C．whose blood vessels were once blocked or broken |
| D．whose brain was once damaged in several parts |
| A．got rid of | B．laughed at | C．stayed away from | D．laid blame on |
| A．It can’t be cured at present. | B．It helps victims pick up a foreign language. |
| C．It will disappear in the end. | D．It is just a change in the length of syllables. |
4 . Ellis Island is located in New York. Harbor Ellis Island is open daily year round from 9:30 a.m. to 5 p.m., with extended hours during summer. It is closed on December 25. There is no admission charge to Ellis Island; donations are gratefully accepted.
At Your Fingertips
Park information (212) 363-7620
Emergencies (212) 363-3260
Ferryboat information (212) 269-5755
Lost and found (212)363-7620
Dining, gifts & audio tour (212)344-0996
Transportation
Statue of Liberty and Ellis Island Ferry; Boats leave from Battery Park, Manhattan, and from Liberty State Park, New Jersey. They run about every 30 to 45 minutes beginning at 9:15 a.m. (The time for ferry is changeable)
Hours: May vary; call the number below
Closed: December 25
Ferry fees (includes Liberty and Islands) adults, $7; senior citizens, $6; Children (age 3~17), $3. (Group rates are available for 25 or more adults.)
Ticket & schedule information: (212) 269-5755
1. In summer, visitors will have ____ to visit Ellis Island.| A．less time | B．a longer time |
| C．two hours more | D．wonderful hours |
| A．People can visit Ellis Island free of charge. |
| B．The ferry schedule is the same all the year round. |
| C．Ferry fees for children are cheaper than for adults. |
| D．Ferry fees for group visitors can be reduced. |
| A．visitors prefer to go to Ellis Island by boat | B．there are more visitors in winter |
| C．Ellis Island is open every day all year round | D．Boat is the only transportation to Ellis Island |
5 . There have been many great violinists but none could hold a candle to Kuznetsov, a miraculous young Russian. On his emergence while still in his teens, his playing was filled with timeless wisdom beyond his years; he now holds the stage with immense authority. So it comes no surprise that he is about to add a new string to his bow. When he performs with the English Chamber Orchestra, it will be as both soloist(独奏者) and conductor. “It’s something I’ve often thought about,” he says.
Other musicians who have traded the bow or piano for the baton(指挥棒) have failed; the transition is not easy, of which he is aware. “The most crucial thing is the human chemistry between conductor and players. You must avoid at all costs being an outsider, as though saying to the orchestra,‘You make your music while I imagine mine. ’”
He is quite relaxed about not yet having his own hand-language---every conductor is different. Kuznetsov believes the connection between notes is not just physical, but also spiritual. Spiritually is, for Kuznetsov, the conductor’s key characteristic. “And it should ideally be expressed through beauty of movement,” he says. Some conductors throw themselves about, others hardly move a muscle. Where will Kuznetsov fit on that scale? “We must wait and see,” he says.
Kuznetsov himself moved straight as an arrow toward his goal. His father was an oboist(双簧管演奏者) and his mother conducted a choir, but at the age of four, young Leonid settled on the violin. “The violin is located at the front of the orchestra. It seemed very desirable to sit there and show off.” He gave his first concert at the age of five. “When I went on stage, I bowed so deeply and so long that the audience laughed---but I knew that this was what great artists always did. I felt it was an honour for the audience to listen to me.” His programme that day included Paganini variations, “which were very easy for me”.
What is his view now of the recordings he made at that age? “I didn’t have the technique I have now but across the years the intuition has not changed. I still feel every time I go on stage as though I’m newborn.”
Kuznetsov cautiously paces his own development. He didn’t give his first performance of Beethoven’s Violin Concerto until he felt ready for it, and he’ll let Bach’s works stay in his mind for some years.
One of Kuznetsov’s admirers wonders whether he is in danger of not hanging onto “the fearlessness of youth”. On the evidence of Kuznetsov’s bravely assured new interpretation of the Brahms Concerto, which he plays on a new CD release, I’d say that his fearlessness is in no danger yet.
1. Kuznetsov thinks ________ is most important in conducting.| A．the players’ recognition of the conductor |
| B．the understanding between the conductor and the orchestra |
| C．whether the conductor has cooperated with the players before |
| D．the conductor’s and the orchestra’s knowledge of the composition |
| A．He isn’t as enthusiastic as before about the violin. |
| B．He was confident while giving his first concert. |
| C．He didn’t start to play the violin until five. |
| D．He plans to give Bach’s works a try first. |
| A．It’s easy for piano or violin players to become conductors. |
| B．Violin players are usually those who like to show off in an orchestra. |
| C．The writer thinks highly of Kuznetsov’s performance as a conductor. |
| D．Kuznetsov hasn’t decided which conductor’s hand-language to follow. |
| A．A violinist’s understanding of music. |
| B．Kuznetsov’s efforts that have led to his success. |
| C．A violinist’s new attempts in his musical ambitions. |
| D．Kuznetsov’s insight into how techniques matter in performance. |
6 . We went to the T. B. Blackstone Library, not far from Lake Michigan. You could easily miss the building if you didn’t know what you were looking for. But once you were inside, you could never mistake it for anything else. We passed through two sets of heavy brass doors to the lobby of the library. And if we turned right then, we could see an alcove with tables; this led, in turn, to a big reading room with a gigantic and ancient globe that sat in front of the largest windows. I liked to look at Africa, with the coded colours of the different countries like the Belgian Congo and Rhodesia, and try to remember which countries were fighting to be free just as we were struggling for civil rights. I had heard Daddy talking about the struggle, arguing with the television as someone discussed it on a news show.
One Saturday, as I wandered through the young adult section, I saw a title: Little Women, by Louisa May Alcott. I could tell from looking at the shelf that she'd written a lot of books, but I didn't know anything about her. I had learned from experience that titles weren't everything. A book that sounded great on the shelf could be dull once you got it home, and every bad book I brought home meant one less book to read until we went back in two weeks. So I sat in a chair near the shelves to skim the first paragraphs:
"Christmas won't be Christmas without any presents," grumbled Jo, lying on the rug.
"It’s so dreadful to be poor!" sighed Meg, looking down at her old dress.
"I don't think it’s fair for some girls to have plenty of pretty things, and other girls nothing at all," added little Amy, with an injured sniff.
"We’ve got Father and Mother and each other," said Beth contentedly from her corner.
It was a good thing I’d already decided on some other books to take home, because I didn’t look through the rest of the section that day. I read and read and read Little Women until it was time to walk home, and, except for a few essential interruptions like sleeping and eating, I would not put it down until the end. Even the freedom to watch weekend television held no appeal for me in the wake of Alcott’s story. It was about girls, for one thing, girls who could almost be like me, especially Jo. It seemed to me a shame that she wasn't Black; then our similarity would be complete. She loved to read, she loved to make up plays, she hated acting ladylike, and she had a dreadful temper. I had found a kindred spirit.
1. What can be learned about the author’s father according to Paragraph One?| A．He was uncomfortable discussing politics with his children. |
| B．He had strong feelings about the Civil Rights movement. |
| C．He did not approve of most news covered on TV. |
| D．He generally had a pessimistic world view. |
| A．books seem duller when read in libraries than when read at home |
| B．interesting books are often very dull in their first few paragraphs |
| C．novels are usually more interesting than nonfiction works |
| D．book titles can sometimes be misleading |
| A．convey the impact of an unexpected discovery | B．describe a young reader’s sense of history |
| C．illustrate the characters in the book | D．explain a child’s misunderstanding |
| A．challenge an interpretation | B．highlight some differences |
| C．stress a comparison | D．develop a disapproving opinion |
7 . Studying for Success: Born or Made?
“What are we to do?” Two Chinese parents asked helplessly, throwing their hands up in the air. With two bachelor’s degrees, a master’s degree, and a Ph.D. earned by the couple from top universities in China, you would think that even if they couldn’t solve a problem, they might be able to find someone who could. So, what “problem” gave them so much trouble?
Their son, 10 years old, has been the center of their lives. They have thrown all of their resources into his education. They have taught him themselves and provided all kinds of extra tutorial classes, but to no avail. Their son continues to perform poorly in examinations, even though he studies very hard. Eventually, the mother accepted that her son is below average and said he may be able to live a comfortable life with an ordinary job.
Is the mother right?
I don’t think so. I have taught thousands of students before, and I can tell you with certainty that talent is not distributed evenly. What is talent? It is strictly defined as “natural skill,” but I would like to narrow that definition further: the speed with which one can master new skills. Some students simply learn material faster. But is your ability to learn limited by your talent from birth? I think the answer to that question is really up to you. If you do not learn as fast as your classmates, then you must study harder. For example, if you spend more time and effort improving your reading speed and comprehension, you will almost certainly be able to learn more over the course of your life from reading — if you continue to read books.
However, some would argue that if you tell a student that they are average, it will hurt their self-esteem. And low self-esteem could mean less motivation to learn. Research, however, has failed to show any relation between self-esteem and task performance. Instead, realizing his/her lack of talent may stimulate the child to put in more effort.
In the case of this student, the mother has accepted the fact that her son is average. But as far as I am concerned, as a role model for her son, she should continue to work hard, to show her son that being average is certainly no reason to be lazy — if anything, it should be a reason to work harder!
In learning, the work of a diligent fool doubles that of a lazy wit. So get cracking and you will do much better than that “lazy wit”!
1. According to the article, what has been troubling the couple?| A．They could not earn a Ph.D. even though they had studied very hard. |
| B．Their son doesn’t like to go to school and refuses to attend tutorial classes. |
| C．Their son doesn’t study hard at school and doesn’t do his homework at home. |
| D．Their son performs poorly at school even though they have spared no effort in trying to educate him. |
| A．is decided at birth |
| B．is equal throughout the population |
| C．can be improved through hard work |
| D．will keep at a certain level when they grow up |
| A．She should find a better teacher for her son. |
| B．She should spend more time helping her son with his studies. |
| C．She should accept the fact that her son is not good at studying. |
| D．She should inspire her son to put more effort into his schoolwork with her own hard work. |
| A．To tell the mother that she should set an example for her son. |
| B．To illustrate that most people’s ability to learn is below average. |
| C．To remind students that their ability to learn can be improved if they work hard. |
| D．To state that letting a child know his/her lack of talent will benefit him/her. |
8 . School Clubs or Sports?
bha8102
Asked July 20, 2020
I am a high school freshman. Should I participate in high school clubs or sports? By clubs I mean clubs like Habitat for Humanity or Math Team. I have heard that taking up a sport in 9th grade can help you get into a better college. I am equally interested in both.
Replies
southernbelle16
Answered July 21, 2020
Get involved with extracurricular clubs. Sports don’t matter that much unless you:
a) play one continuously for years;
b) are going to college to play sports.
Clubs that involved academics, volunteer work and leadership are excellent. If you have time to play sports, then do that as well. Colleges want well-rounded people.
thinkingtoohard
Answered July 21, 2020
If you’re looking to get into a highly competitive college, yes! I wish someone had told me freshman year that by the time I was a senior, I should have founded at least one club, been a leader in two others, and done tons of volunteer work. I might be exaggerating a little bit but you get the idea ... check out what students have done to get accepted into their colleges. But make sure that your clubs/sports fit your interests. College admissions officers can easily tell when they’re just fillers.
bha8102
Asked July 22, 2020
I am interested in sports but not good at them. What if I involve myself in a club I am interested in but don’t become officer?
Replies
@intparent
Answered July 22, 2020
One of my kids got accepted to every place she had applied to two years ago, and she had no “named” leadership positions. However, she was a very strong contributor in some team activities. Leadership isn’t always about standing in front of the room with a title. It can be about leading your team in terms of performance, for example, or in helping younger teammates make progress.
I think the leadership title positions are overrated in the college admissions process. Colleges don’t want “lone wolves” who can’t get along with others. They want students who are sincere, try the best to do the things that are important to them, and perform at a high level in the things that they set their minds to. Pick the things that you love and put a lot of effort into them. If you have good grades and test scores, the rest will follow.
1. The user bha8102 asked the question on the forum mainly to ______.| A．share his/her feelings about becoming a high school freshman |
| B．get information on what it takes to get into a competitive college |
| C．express his/her opinions on extracurricular activities in high school |
| D．ask for advice about how to choose between school clubs and sports |
| A．volunteer work | B．activities that you’re not really interested in |
| C．advice from upperclassmen | D．leadership in a club |
| A．every high school freshman should join in school clubs |
| B．college admissions officers often favor a club leader or team captain |
| C．high school students should put all their energy into grades and test scores |
| D．the experience you get from participating in school clubs is far more important than a leadership title |
9 . As the coronavirus pandemic has unfolded, conspiracy (阴谋) theories about the virus have become an increasingly visible element of the timeline. Some conspiracy theorists combine their ideas with elements of pseudoscience (伪科学) which can result in unfounded beliefs—for example, that 5G technology, vaccines and genetically modified foods are part of a secret plan to spread the virus for purposes of controlling the public. Others point the finger at wealthy charitarians—Bill Gates, for example –accusing such individuals of having released the virus or of using the pandemic to test vaccines on poorer populations.
These theories have significant consequences for individuals and societies, especially when they are supported by political and business leaders, or other trusted members of the community. They can decrease people’s willingness to follow social distancing directives and negatively impact people’s views on scientific findings. A pandemic is an especially dangerous time for conspiracy theories.
So why, exactly, do these strange ideas spread, especially among our relatives, friends and neighbors who otherwise seem like reasonable citizens who take notice of scientific evidence and make sensible decisions about the health and safety of their families?
Belief in conspiracy theories has roots in a number of factors. For example, those who have suffered misfortune are more likely to support conspiracy theories as a means of explaining their undesirable lot in life. But when it comes to a global pandemic—and the deaths and collapsing economy that it has brought about—three factors are key: uncertainty, anxiety and powerlessness.
The less people feel in control of their world, the more likely they are to seek out ways to restore control—to fight their sense of powerlessness. When events are out of our control, the psychological burden can be relieved by turning to alternative explanations for these events. In this case, we might choose to believe that the novel coronavirus, which causes COVID-19, was created in a lab and intentionally spread to cause harm. Such conspiracy theories explain what has happened and why, and offer us psychological relief.
The story is similar for anxiety and uncertainty. The pandemic has increased people’s worries about their physical, mental and economic health both in the short term and in the distant future. Conspiracy theories cannot remedy these circumstances. However, they can provide peace of mind that these unpleasant consequences are no fault of one’s own. Choosing to believe that COVID-19 is a hoax can reduce anxiety by playing down the severity of the circumstances. It’s a purely psychological effect, to be sure—but, then again, we primarily live in our own heads.
To some extent, the object of the conspiracy theories –the virus –is itself the source of the undesirable psychological states that promote belief in such theories. But this is not to say that our minds, and the conspiracy theories they adhere to, are completely at the mercy of an unmanageable virus. Political and social leaders can ease pandemic-caused anxiety and uncertainty by visibly taking the threat seriously, including steps to promote public health and to reduce the negative economic impact on people. And avoiding engaging in conspiracy theories themselves could limit the likelihood of the public turning further toward conspiracy theories for relief.
1. It can be inferred from the first paragraph that __________.| A．conspiracy theories about coronavirus are not rare with the spread of COVID-19. |
| B．people are likely to be misguided by conspiracy theories based on pseudoscience. |
| C．charitarian as Bill Gates is, he purposely released the virus in order to test new vaccines. |
| D．the general public aren’t convinced that genetically modified foods help spread the coronavirus. |
| A．Serious economic consequences. |
| B．Decreased faith in influential figures. |
| C．Increased support for public health orders. |
| D．Public suspicion over scientific findings. |
| A．reduced the severity of the COVID-19 crisis |
| B．scientifically explained the origins of the coronavirus |
| C．offered psychological relief in the current circumstances |
| D．predicted the long-term economic impact of the COVID-19 crisis |
(1) avoid talking about conspiracy theories
(2) deal with the COVID-19 crisis seriously
(3) explain how ridiculous these theories are
(4) stress that everything will return to normal
| A．(1)(2) | B．(3)(4) | C．(1)(3) | D．(2)(4) |
10 . Read the following three posts from the website, ifonly.com, and answer the questions that follow.
CJ, 31, social worker
I wish I had given the plain-looking guys a second chance while I was at school. I always went for handsome, athletic types. So, where am I today? Married to a good-looking fool. A handsome man who has no heart, no sympathy, and no love for anyone but himself. I sometimes visit my family back in my hometown and occasionally I run into old classmates—the plain-looking guys. And what do I see now? Very intelligent, warm, funny men who are everything I want, but will never have in a husband.
Mia, 22, photographer
When I was at school，I played in most of the school sports teams. I remember one year our football team had to win the last game to get into the finals. Three minutes of the game left and we needed to score. I got control of the ball and ran towards the goal. Our captain was right next to me shouting “go on, take a shot”. But I panicked and passed the ball to her. She shot and missed. If only I hadn't passed the ball. I knew immediately that if I had taken the shot I would have scored. Ever since that game I've always taken every opportunity I could.
Ben, 52, mechanic
I wish I had listened to my parents more when I was a teenager. Thinking back, I find they gave me lots of good advice, but I ignored everything they said. I thought they were old and didn't know anything. Now I have got two teenagers of my own and realize how right they were.
If I had listened to them, I might have made some better decisions in my life. I would have gone to university and probably waited a bit before I got married. I hope my daughters will listen to me more than I listened to my parents.
1. What did CJ talk about in the first post?| A．missed opportunity | B．Plain-looking guys |
| C．Romance between classmates | D．Qualities of a good husband |
| A．was determined to go to university |
| B．often turned to his parents for advice |
| C．looked up to everything that his parents said |
| D．thought he could make good decisions for himself |
| A．Greetings. | B．Regrets. | C．School life. | D．Original ideas |
