1 . Slowly but surely, we’re moving closer and closer to 5G world. From smart-home security to self-driving cars, all the internet-connected devices in our life will be able to talk to each other at lightning-fast speeds with reduced delay. Objectively speaking, the fastest 4G download speeds in the US top out at an average of 19.42Mbps. But by comparison 5G promises gigabit (千兆) speeds.
“5G is one of those heralds (使者),along with artificial intelligence, of this coming data age.” said Steve Koenig, senior director of market research for the Consumer Technology Association. The self-driving vehicle is a great emblem of this data age, and that is to say, it is a sign of time, because with one single task, driving, you have massive amounts of data coming from the vehicle itself, and a variety of sensors are collecting a lot of information to model its environment as it moves. It’s pulling in data from other vehicles about road conditions down the lane. It could be weather information, and also connected infrastructure (基础设施) construction. There’s lots of data behind that task, which is why we need the high speed.
And virtual reality glasses and headsets haven’t yet broken the mainstream, but tech companies are joyfully betting that these devices will eventually replace our smartphones. With 5G, that could actually happen. This is notable because companies such as Apple are reportedly developing AR glasses to assist — or even replace — smartphones.
Ericsson stated at February's Mobile World Congress how smart glasses could become faster and lighter with a 5G connection, because instead of being weighed down with components, the glasses could rely on hardware for processing power.
But don’t get too excited. There’s still a lot of work to be done in the meantime, including various trials to make sure the radios play nicely with hardware and infrastructure construction so 5G isn’t concentrated only in big cities.
1. What is the first paragraph mainly about?| A．The security of 5G. | B．The present world of 5G. |
| C．The future of 5G. | D．The super speed of 5G. |
| A．exhibition | B．symbol | C．sponsor | D．explanation |
| A．They will be heavier than present ones. | B．They will process power on their own. |
| C．They will bring a big fortune to tech companies. | D．They will take the place of smartphones. |
| A．How to fully expand 5G coverage. | B．How to effectively reduce 5G trials. |
| C．How to nicely operate 5G hardware. | D．How to widely construct 5G big cities. |
2 . I worked in a small drug store when I was very small. I worked long and hard because that was my father’s store. I treasured my lunch breaks, not for the food or the rest, but for reading comic books about superheroes. And I could read comic books only during my lunch breaks.
Now I close my eyes and think back, I know what I wanted to be when I was a small kid—a superhero! Superman, Batman, Spider-Man and Iron Man were some of my heroes. In all of the comic books that I read, there were two patterns.
First, there was always a battle between good and evil. The battle was always tough. No matter how strong or how many powers the superhero had, evil could almost defeat him. Second, the superhero was never paid for his contribution to society. Superman made money as Clark Kent, a newspaper reporter. Batman made money as Bruce Wayne, a rich businessman. Spider-Man made money as Peter Parker, a photographer. Iron Man made money as Tony Stark, a rich scientist. None of them was paid for keeping peace or helping others.
The real superheroes don’t get paid for what they do for society!
I clean the local park with my friends every weekend. I help cheer up kids in the hospital. I send food to disabled people. I don’t get paid for doing these in my free time. It’s correct to be fairly compensated but I simply choose not to. I feel my dream has come true!
Volunteering and helping people without getting paid is what superheroes do. You can be a superhero, too.
1. Why did the writer value the lunch breaks?| A．He could take delicious food. | B．He could free from the hard work. |
| C．He could do what he liked to do. | D．He could act as a superhero. |
| A．rewarded | B．refused | C．admitted | D．bargained |
| A．By working hard in the store. | B．By performing voluntary work. |
| C．By doing a lot of reading. | D．By choosing the right job. |
| A．Volunteering is fun. | B．Comic books and my childhood. |
| C．Be a superhero. | D．Do superheroes get paid? |
3 . Hard work really does pay off. Scientists find that perseverance (毅力) leads to better grades and higher achievements in school.
“Being passionate (热诚的) is not enough to ensure academic success,” said researchers, who thought of “courage” as a key to success. This is also regarded as effort in reaching long-term goals, and determination to continue one’s efforts in spite of hardships.
Researchers thought that the finding could help create new training to help children develop the skill and help ensure their future success.
Researchers from the Academy of Finland studied more than 2,000 students from Helsinki. They were followed through their academic career from 12 to 16, from the sixth grade until the ninth grade in local school years. Researchers found that the factor that best predicted courage was related to goals, with previous academic achievements playing no role in developing the skill.
Professor Katariina Salmela-Aro, who led the study, said, “Courage means a young person is really interested in his or her studies and does not give up easily. A key element of courage is high perseverance when facing difficulties and hardships. The important finding is that these factors are the key to success and well-being. Our study shows the power of courage.”
Professor Salmela-Aro also thought it was important to develop new practices and qualities to improve courage in teenagers. She added, “Young people should see everyday school work as part of their life in a broader context and establish achievable goals for themselves. Schools must also serve as a place where it is safe to fail and learn to deal with setbacks. One must not be discouraged by setbacks, but gain(得到) strength and new energy from them!”
1. What can we learn about the research?| A．It takes at least three years. |
| B．It helps students make progress. |
| C．It makes many discoveries. |
| D．It follows 2,000 students abroad. |
| A．Focus on former grades. |
| B．Achieve their goals. |
| C．Try all their best. |
| D．Forget sadness. |
| A．Strengths. | B．Difficulties. |
| C．Weaknesses. | D．Efforts. |
| A．Hard work will lead to success |
| B．Failure is the mother of success |
| C．Schools should train students’ courage |
| D．Perseverance is the key to success |
4 . Most of us marry creativity to our concept of self either we're "creative" or we aren't, without much of a middle ground. "I'm just not a creative person!" a frustrated student might say in art class, while another might blame her talent at painting for her difficulties in math, giving a comment such as, "I'm very right-brained."
Dr. Pillay, a tech entrepreneur and an assistant professor at Harvard University, has been challenging these ideas. He believes that the key to unlocking your creative potential is to ignore the traditional advice that urges you to "believe in yourself." In fact, you should do the opposite: Believe you are someone else.
Dr. Pillay points to a 2016 study demonstrating the impact of stereotypes on one's behavior; The authors. educational psychologists Denis Dumas and Kevin Dunbar, divided their college student subjects into three groups, instructing the members of one to think of themselves as "romantic poets" and the members of another to imagine they were "serious librarians" (the third group was the control). The researchers then presented all the participants with ten ordinary objects, including a fork, a carrot, and a pair of pants, and asked them to come up with as many different uses as possible for each one. Those who were asked to imagine themselves as romantic poets came up with the widest range of ideas, whereas those in the serious-librarian group had the fewest. Meanwhile, the researchers found only small differences in students' creativity levels across academic majors.
These results suggest that creativity is not a fixed individual characteristic but a "malleable product of context and perspective, as long as he or she feels like a creative person. Dr. Pillay argues that, besides identifying yourself as creative, taking the bold, creative step of imagining you are somebody else is even more powerful. So, wish you were more creative? Just pretend!
1. According to the passage， who is more likely to unlock his creative potential?| A．An art major who always believes in himself. |
| B．A math major who has excellent academic performance |
| C．A physics major who likes to imagine himself as a poet. |
| D．A history major who works as a librarian on weekends. |
| A．The creativity of the college students. |
| B．The stereotypes of the college students. |
| C．The impact of stereotypes on one's behavior |
| D．The influence of creativity on one's behavior. |
| A．stable | B．sustainable | C．predicable | D．changeable |
| A．there is no doubt that we are either creative or not |
| B．a student who doesn't do well in art class is not creative |
| C．right brain determines whether a person is creative or not |
| D．if we pretend to be creative， then we might be really creative |
5 . Have you ever wondered what wild animals do when no one is watching?
Low cost, dependable and small modern cameras offered a big help. Cameras placed in hard-to-reach places have shot everything from small desert cats to larger snow-lowing cats in the northern Rocky Mountains. Scientists have been able to document the “private” moments of wildlife with leading technology.
Grant Harris is a government biologist with the United States Fish and Wildlife Service in Albuquerque, New Mexico. In his words, “there’s no doubt that these wild cameras are important tools to learn new information on wildlife.” Harris said some images help scientists see the influences of climate (气候) change.
Researchers with the Wyoming Migration Initiative, or WMI, are among those using wild cameras along with global positioning systems, or GPS. But WMI director Matthew Kauffman says as those devices (设备) are limited (有限的), so is the amount of information they can gather. However, cameras can be left in very wild areas for days, weeks or even months. They can provide information on how many animals are moving over a given period of time.
Putting those cameras in place requires careful planning. Wild video can show details about animal behavior. However, wild cameras have their problems too. Animals such as wolverines and bears sometimes attack (袭击) them. Scientists do not know if the attacks are the result of anger or interest. Also, the devices have become popular tools to help hunters look for animals. Some people argue that it is unfair to use the cameras that way.
Even with such problems, wild cameras are clearly an important scientific tool in researching wild animals.
1. What does the underlined word “document” in paragraph 2 mean?| A．Remind. | B．Enrich. | C．Produce. | D．Record. |
| A．They cannot be left in the wild over a long period. |
| B．They cannot be placed in hard-to-reach areas. |
| C．They provide limited information. |
| D．They might be stolen by people. |
| A．It is difficult to fix the cameras. |
| B．It helps hunters find animals easily. |
| C．It is hard to achieve careful planning. |
| D．It makes animals interested in the cameras. |
| A．Doubtful. | B．Supporting. | C．Uncertain. | D．Uninterested. |
6 . Brownie and Spotty were neighbor dogs who met every day to play together. Like pairs of dogs you can find in any neighborhood, these two loved each other and played together so often that they had worn a path through the grass of the field between their houses.
One evening, Brownie’s family noticed that Brownie hadn’t returned home. They went looking for him with no success. Brownie didn’t show up the next day, and, although they made their efforts to find him, by the next week he was still missing, Curiously, Spotty showed up at Brownie’s house alone, barking and jumping. Busy with their own lives, they paid no attention to the nervous little neighbor dog.
Finally, one morning Spotty refused to take “no” for an answer. Ted, Brownie’s owner, was continuously disturbed by the angry, determined little dog. Spotty followed Ted about, barking all the time, then darting toward a nearby empty lot and back, as if to say, “Follow me! It’s urgent!”
Eventually, Ted followed Spotty across the empty lot as Spotty stopped to race back and barked encouragingly. The little dog led the man to a deserted spot a half mile from the house. There Ted found his beloved Brownie alive, one of his legs crushed in a steel trap (圈套). Frightened, Ted now wished he had taken Spotty’s earlier appeals seriously.
Then Ted noticed something. Spotty had done something else besides leading Brownie’s human owner to his trapped friend. In a circle around the injured dog, Ted found some food remains of every meal. Brownie had been fed that week! Spotty had been visiting Brownie regularly, in the hope of keeping his friend alive. Spotty had actually stayed with Brownie to protect him from hunger and other dangers, and keep his spirits up.
Brownie’s leg was carefully treated and he soon got well again. For many years thereafter the two families watched the faithful friends chasing each other down that well-worn path between their houses.
1. At the very beginning, Ted paid little attention to Spotty because __________.| A．he was not free at the moment | B．he was sure Brownie would be OK |
| C．he didn’t like Spotty at all | D．his missing dog made him sad |
| A．rushing | B．shouting | C．walking | D．looking |
| A．managed to free his dog at once | B．was very thankful to Spotty |
| C．regretted not following Spotty earlier | D．was angry with the trap-maker |
| A．humans and animals depend on each other for comfort |
| B．it’s not right to hunt for animals in any neighborhood |
| C．Ted has to take better care of his beloved dog later on |
| D．Brownie would have died without Spotty’s timely help |
7 . I've loved my mother's desk since I was just tall enough to see above the top of it as mother sat doing letters. Standing by her chair, looking at the ink bottle, pens and white paper, I decided that the act of writing must be the most wonderful thing in the world.
Years later, during her final illness, Mother kept different things for my sister and brother. "But the desk,” she said again, “is for Elizabeth."
I never saw her angry, never saw her cry. I knew she loved me; she showed it in action. But as a young girl, I wanted heart-to-heart talks between mother and daughter.
They never happened. And a gulf opened between us, I was "too emotional". But she lived "on the surface".
As years passed, I had my own family. I loved my mother and thanked her for our happy family, I wrote to her in careful words and asked her to let me know in any way she chose that she did forgive me.
I posted the letter and waited for her answer; none came.
My hope turned to disappointment, then little interest and, finally, peace. It seemed that nothing happened. I couldn't be sure that the letter had even got to Mother. I only knew that I had written it, and I could stop trying to make her into someone she was not.
Now the present of Her desk told me, as she'd never been able to, that she was pleased that writing was my chosen work. I cleaned the desk carefully and found some papers inside — a photo of my father and a one — page letter, folded and refolded many times.
Give me an answer, my letter asks, in any way you choose. Mother, you always chose the act that speaks louder than words.
1. The passage shows that___________.| A．Mother was cold on the surface but kind in her heart to the author |
| B．Mother was too serious about everything the author had done |
| C．Mother cared much about the author in words |
| D．Mother wrote to the author in careful words |
| A．deep understanding | B．difference between ideas |
| C．free talks | D．part of the sea |
| A．She had never received the letter. |
| B．For years, she often talked about the letter. |
| C．She didn't forgive her daughter at all in all her life. |
| D．She read the letter again and again till she died. |
| A．My letter to Mother | B．Mother and Children |
| C．My Mother's Desk | D．Talks between Mother and me. |
8 . Where in the classroom do you prefer to sit,and why? Scientists have discovered that seating preference not only shows students’ personalities,but has a great influence on their school performance.Generally speaking,students show different attitudes depending on where they sit. Based on the research, scientists have developed a funnel-like(像漏斗的) model of “learning zones(区域)” to see the relationship between seating and active learning.
In this model,the mouth of the funnel(A) is the best position for learning. Students in this front area prove to be the most active learners.They show a greater desire(渴求) for learning,which leads them to focus(集中注意力) better and take a more active part than the rest of the class.Those in the neck of the funnel(B) don’t pay the same close attention,but they ask a lot of questions,partly because of the added confidence they feel from being in a safe zone, with others around them. Less desirable is the area “outside the funnel(C,D),” which refers to the side and the back rows,where students take a less active part in classroom activities and find it hard to focus their attention, falling asleep at times.
Studies about learning zones suggest that a change in traditional seating plans can benefit students. In fact, a growing number of teachers have begun less traditional seating plans,such as “U-Type”.There are no side and back areas,so teachers can expect their students to take part in activities more actively and increase student-teacher interaction(互动).
1. According to scientists,students’ learning is greatly influenced by .| A．the number of students | B．the time of class |
| C．seating positions | D．the size of the classroom |
| A．sometimes fall asleep | B．feel safe and confident |
| C．seldom ask their teachers questions | D．try to avoid looking directly at the teacher |
| A．Area A. | B．Area B. | C．Area C. | D．Area D. |
| A．Cause trouble for. | B．Take control of. |
| C．Give a warning to. | D．Do good to. |
9 . Learning a second language is tricky at any age. Now, in a new study, scientists have worked out the exact age at which your chances of reaching fluency in a second language seem to drop: 10.
The study, published in the journal Cognition, found that it's nearly impossible for language learners to reach native-level fluency if they start learning a second tongue after age 10. But that's not because language skills start to go downhill. "It turns out you're still learning fast, "says study co-author Joshua Hartshorne, an assistant professor of psychology at Boston College. "It's just that you run out of time, because your ability to learn starts dropping at around 17 or 18 years old. People who start a few years after age 10 may still become quite good at a language," the authors say, "but they are unlikely to become fluent." Kids may be better than adults at learning new languages for many reasons. Children's brains are more plastic than those of adults, meaning they're better able to adapt and respond to new information. "All learning involves the brain changing," Hartshorne says, "and children's brains seem to be a lot more skillful at changing. " Kids may also be more willing to try new things and to potentially look foolish in the process than adults are. Their comparatively new grasp on their native tongue may also be advantageous. Unlike adults, who tend to obey the rules and patterns of their first language, kids may be able to approach a new one with a blank page.
These findings might seem discouraging, but it was heartening for scientists to learn that the critical(关键的) period for fluent language acquisition might be longer than previously thought. Some scientists believed that the window began to close shortly after birth, while others extended it to early adolescence. Compared with those estimates (评估), age 17 or 18 — when language-learning ability starts to drop off—may seem relatively old.
1. What is the best period to learn a second language?| A．Before ten. | B．Early adolescence. | C．Age fifteen. | D．Age seventeen or eighteen. |
| A．They're less skillful. | B．They're less interested. |
| C．They're more flexible. | D．They're more stubborn. |
| A．Interest. | B．Chance. | C．Confidence. | D．Motivation. |
| A．It's Never Too late to Learn a Second Language. |
| B．It Takes Time to Be Good at a Second Language. |
| C．Do We Really Need to Learn Foreign Languages? |
| D．Why Kids Learn Languages More Easily than Adults. |
10 . Reducing plastic waste isn't easy because the cheap material is found in almost every household item. Now, a delicious and nutritious solution has come up to help reduce our dependence on this environmental hazard.
David Christian, the co-founder of Evoware, says the idea of creating the biodegradable (生物降解的) products came from concern at the country’s high pollution rate. Indonesia is home to four of the world's worst polluted rivers. Since single-use packaging is a large contributor to the problem, Evoware decided to deal with that first.
After investigating various materials, the company settled on seaweed. Unlike corn, commonly used for biodegradable containers, seaweed does not require resources like water or large amounts of space. Since Indonesian farmers already harvest more seaweed than they can sell, it's easy for the company to find the material.
Though they will not reveal their production process, Evoware says the seaweed packaging contains no chemicals and is safe to consume. The company has also invented single-use cups, which can break down 30 days after they're thrown away.
While replacing plastic with the seaweed products may seem appealing to most of us, it is a hard-sell in Indonesia. According to Christian, ''The awareness to reduce single-use plastic is still very low. This makes our bioplastic unnecessary.” Also a factor is the cost, which is higher than using plastic. Hopefully, Evoware will succeed in convincing Indonesians and people worldwide that switching to their products will be helpful to protecting our beautiful planet.
1. What problem did Evoware decide to deal with first?| A．Ways to clean the four worst polluted rivers. |
| B．What nutritious materials for people to use. |
| C．How to deal with single-use packaging. |
| D．Means to contribute to the country's economy. |
| A．It didn't require much space and was easy to get. |
| B．It could be found everywhere in his country. |
| C．It was most commonly used for packaging. |
| D．It grew thickly in most of the polluted rivers. |
| A．Their seaweed products have won government support. |
| B．Sometimes it's hard to get people to reduce the use of plastics. |
| C．Their new products have received worldwide popularity. |
| D．The cost of making seaweed products will be lowered soon. |
| A．Something lasting long. | B．Something hard to accept. |
| C．Something easy to get. | D．Something commonly seen. |
