2 . Any actor would admit that it's tricky to play roles based on real people. They need to do mountains of research to make sure they're staying as true to life as possible. Besides, they try to add their own touches to the performance so that their work can be called their own.

American actor Andrew Garfield, 33, faced that dilemma when playing Desmond Doss in the film Hacksaw Ridge. Doss was a US army doctor during World War II who refused to carry a gun because of his beliefs, but saved 75 lives without firing a single shot. His actions made him the first conscientious objector —a person who objects to serving in the armed forces for moral or conscience reasons (基于道德或良心等原因)—to be presented with the Medal of Honor, the US's highest honor awarded for personal acts of bravery.

Garfield's first stage of research was to study as many documentaries of Doss he could get his hands on. But Garfield soon realized that he needed to learn not only the Doss' outer characteristics, but also “the deepest part of himself", he said. He traveled to Doss' hometown. The actor wanted to walk where Doss walked and handle the tools Doss handled, while all the time keeping in mind how the research would affect his performance.

"I don't think I could have gone too far in terms of getting to know who Doss was," Garfield said. "But it can't be an impression of him. That doesn't interest me. Garfield explains that it's like the difference between slipping into someone's clothes and stepping into their skin. Until he goes deep inside a role based on a real person, he doesn't feel he's done the work perfectly. And it's not until he fully understands the character that Garfield feels confident he can do the things asked of the role in the script (脚木)without hesitation or thought.

1. What makes it difficult for actors to play roles based on real people?

A．Copying the roles in appearance.	B．Masses of close touches with the roles.
C．Acting without their own feelings.	D．Lifelike performances with personal styles.

2. Which of the following can be used to replace the underlined word “dilemma” in Para 2?

A．victory	B．failure
C．difficulty	D．celebration

3. Why was the Medal of Honor awarded to Desmond Doss?

A．To recognize his brave actions.	B．To attract people to join the army.
C．To admit the value of conscience.	D．To encourage doctors to follow his       suit.

4. What did Garfield hope to do in Doss' hometown?

A．To meet Doss in person.	B．To do research on Doss early life.
C．To find out the insides of Doss.	D．To know about Doss' living conditions.

4 . I first began to wonder what was doing on a college campus when my parents drove off, leaving me alone in a parking lot, wanting nothing more than to find my way safely to my dorm room. The fact was that no matter how mature I liked to consider myself, I was feeling just a bit first-gradish. Adding to my distress was the impression that everyone on campus was watching me. My plan was to keep my ears open and my mouth shut and hope no one would notice I was a freshman.

With that thought in mind, I raised my head, squared my shoulders, and set out in the direction of my dorm, glancing at the campus map in my hand. And then I spent the afternoon seeking out each of my classrooms so that I could make perfectly timed entrance before each lecture without having to ask silly questions about its whereabouts.

The next morning, I found my first class and marched in. I chose a seat in the first row and to the side. I was in the front, but out of the professor's direct line of vision. Then I opened my anthology（选集）of American literature and looked at the date at the top of a page. "Welcome to Biology 101," the professor began. Cold sweat broke out on the back of my neck. I got out my schedule and checked the room number. I was in the right room. Just the wrong building!

So now what? Get up and leave in the middle of the lecture? Wouldn't the professor be angry? Wouldn't they all stare at me? Forget it, I settled into my chair.

1. What does the underlined word "that thought" in paragraph 2 refer to?

A．missing her parents	B．working hard in college
C．showing maturity	D．being first-gradish

2. What would the author do next at the end of the story?

A．She would do the same as the other students in the room.

B．She would leave the room in the middle of the lecture.

C．She would ask the professor for a leave.

D．She would explain the mistake to the professor.

3. Which of the following is the best title of this passage?

A．My college

B．A Mistake

C．Fresh Start

D．A Freshman

5 . Chances are that today’s college graduates will get jobs not directly connected to their majors. A 2014 study by the Federal Reserve Bank of New York found that only 27 percent of graduates from four-year colleges were working in jobs connected to their college majors. North Carolina State University is trying to help students face the likelihood that their future jobs will not connect directly to their majors.

North Carolina State University Dean Jeff Braden shares a laugh with students after a class. This fall, the university is offering two days of workshops to help 30 juniors and seniors “design their lives.” School officials were inspired by a popular class at the Design School at Stanford University in California. The Stanford class helps students prepare for the future. Among other things, the Stanford professors say they provide “ideas for what the world needs more of.”

At North Carolina State, three college deans(院长) will teach the workshops. All offer expertise in different fields – Jeff Braden in humanities, Annette Ranft in business management, and Mark Hoverstein in design.

As to advice to students about where the jobs will be, Braden suggests looking toward work that cannot be done by machines or computers. He also suggests jobs that deal with questions that are a “little fuzzy”. Finding solutions to problems is not always clear, and there is more than one possible answer.

Ranft, the North Carolina State management dean, said students should also think beyond their first jobs after college. She hopes students will look toward “lifelong professional goals.” Unlike their grandparents, today’s college graduates are not likely to stay in a job for their entire lives, or even more than five years. According to the U.S. Bureau of Labor Statistics, the median number of years that workers stay on a job was 4.2 years in January 2016. That was down from 4.6 years in 2014. “The days of someone working at the same job for his or her entire life are over,” Braden said.

1. Why does the North Carolina State University set up the workshops?

A．Thirty students are worried about their future jobs.

B．College students have trouble finding jobs nowadays.

C．College students can’t get jobs related to their majors.

D．Some college deans offer to teach the workshops.

2. What do we know about the Stanford class according to the text?

A．It provides ideas about business management.

B．It is a popular class in North Carolina State University.

C．It doesn’t help students make preparations for the future.

D．It inspires the school officials of North Carolina State University.

3. What does the underlined word “fuzzy” in Paragraph 4 mean?

A．Confusing

B．Reasonable

C．Boring

D．Unique.

4. The college deans advise students to________.

A．seek jobs done by robots and machines.

B．consider career planning in the long run.

C．stay on a particular job as long as possible.

D．think twice about their first jobs after college.

6 . Nothing succeeds like success, as every parent of a straight-A student knows, but trying to stress academic excellence by telling your child, “You’re so smart!” may be counterproductive. Why? According to a 2017 study, children who think their intelligence is fixed are less likely to pay attention to and bounce back (重新振作) from mistakes than children who think intelligence can grow and change.

In the study, researchers looked at 123 children. The team assessed the children to determine whether they had a “growth mindset” (believing that you can work harder to get smarter), or a “fixed mindset” (believing that your intelligence is unable to change). They then asked the children to complete a fast-paced computer accuracy task while their brain activity was recorded. During the recording, researchers noted that brain activity stopped within a half-second after making a mistake, as children became aware of their mistake and paid closer attention to what went wrong. The larger the brain response was, the more the child focused on the mistake. Based on the data, they concluded that children with a “growth mindset” were much more likely to have a larger brain response after making a mistake. While children with a “fixed mindset” were able to "bounce back”, only if they gave their full attention to the mistake.

For parents, the lessons are clear: Don’t pay your children compliments that suggest that intelligence is fixed. If your child hands you an A⁺ score, don’t say, “You’re so smart!” Instead, say, “Wow, that studying really paid off!” or “You clearly mastered this material-way to go!” Note the effort, not the intelligence.

Besides, many parents shy away from addressing a child’s mistakes, telling them “It’s OK. You’ll get it the next time.” without offering them the chances to figure out what goes wrong. Instead, it’s better to reassure your children that mistakes happen, and work to figure out where and how they make the mistake.

1. Which of the following best explains “counterproductive” underlined in paragraph 1?

A．Opposite.	B．Competitive.
C．Successful.	D．Unknown.

2. How did the children with a "growth mindset" react in the study?

A．They made fewer mistakes.

B．They tried to avoid mistakes.

C．They had smaller brain response.

D．They focused more on the mistake.

3. What should parents say when children make a mistake according to the text?

A．You are so careless.

B．Your studying paid off.

C．You’ll get it the next time.

D．Let’s find out how you made it.

4. What should be avoided according to the study?

A．Overstressing the intelligence.

B．Paying compliments to children.

C．Addressing children’s mistakes.

D．Offering chances to find mistakes.

7 . One in five Brits won’t answer the door to anyone they’re not expecting, according to a new study. When asked how often they might respond to unexpected guests, 46 percent of people quizzed by Hillarys.co.uk said they would only answer if it was someone they want to see, while 20 percent said they would never answer the door to anyone they were not expecting.

When asked who they would be most likely to avoid answering the door to, salesmen understandably came out on top followed by neighbors. More interestingly, 25 percent are ignoring family members, 19 percent said they’d pretend not to hear their friends and 16 percent admitted they’d ignore their partners.

This reminds me of a family friend who used to lie on her living room floor when she saw her annoying neighbor coming up the drive. My neighbors are lovely, but there have been times I wished for a solid wooden door with a small hole. We have a glass panel (嵌板) that makes it difficult to retreat on the living room floor when an unwelcome visitor is standing outside.

Interestingly, two fifths of surveyed respondents also admitted ignoring trick or treaters — I’m surprised it’s not more. We fully accepted all things Halloween-related, taking our children out and loading up a bowl of candies for our young visitors, and a lot of people seemed to be “out” that night. I think that’s fair enough — Halloween definitely isn’t for everyone and I admit I’d gone off it myself by 9 pm when some crazed banging and letter box shaking started at my front door.

I’d forgotten to turn the pumpkin lights off, but that didn’t mean I was up for welcoming a group of noisy older kids after hours. But, being British, I waited until they’d moved on before quietly stepping out to turn out the lights.

1. Who are probably the most unwelcome knockers for British?

A．Neighbors.	B．Family members.
C．Business partners.	D．Door-to-door salesmen.

2. What does the underlined word “retreat” in paragraph 3 mean?

A．To make a replacement.	B．To escape to a place.
C．To see something clearly.	D．To treat someone politely.

3. What can we infer about the author from the text?

A．She is socially inactive.

B．She doesn’t accept Halloween customs.

C．She wouldn’t answer the door to trick or treaters.

D．She thought more British would welcome trick or treaters.

4. What is the author’s purpose of writing the passage?

A．To offer reasons for British indifference.

B．To warn us not to answer the door for strangers.

C．To introduce Brits’ reaction to unexpected visitors.

D．To tell us some ways to deal with unexpected visitors.

8 . My sister and I spent our childhoods in a small north-British town, where nature’s riches made up for noise of a big city. We spent our time playing outdoor games - hide-and-seek was our favourite. Eating out was unheard of then; neither were expensive birthday parties. Special treats were reserved for Sundays, festivals and birthdays.

We were living a life where we cared and looked out for each other at the same time. Mom worked hard at her job from morning till evening. Even though we went through tough times, providing my sister and me with the best possible education remained a big priority for our mother, which meant most of her hard-earned money was spent paying our school fees. We were always careful and financially struggling, but somehow we always felt a sense of satisfaction in our lives.

Life for us moved at this easy, contented pace until, of course, our birthdays approached. When it drew near, there would be an air of expectation and tense excitement. Honestly, I did look forward to the gifts. I imagined sharing Mom’s handmade chocolates wrapped in shiny, colorful paper, with my classmates. Fifteen minutes before lunch, our teacher would allow us to distribute the candies. And out came the box from its hiding place under my books - and with a smile on my face and a happy heart, I would hand over two chocolates each to my friends. Then, I would rush out of the room just to admire the pleasure of hearing them open up the wrappers and taste the mouth-watering chocolates in pure delight. They would then ask me if there were a few more of these delicacies(美味) until I ran out of these treats entirely.

The years passed by, and my mother settled into a peaceful, retired life, while my sister and I married and had families and children of our own. Yet, the memory and delightful flavor of those gift-wrapped, handmade and unforgettable chocolates were still a hit among us sisters. This memory will stay with us forever.

1. What can we learn about their childhood?

A．They lived a simple but full life together.

B．The mother couldn’t afford her kids’ education.

C．They were guilty about their background.

D．They always got gifts from classmates on birthdays.

2. What does the underlined word “priority” in Paragraph 2 most probably mean?

A．A good chance.

B．A top task.

C．A major fault.

D．A great joy.

3. Which of the following words can best describe mother’s chocolates?

A．Unattractive.

B．Tasteless.

C．Expensive.

D．Pleasant.

4. What is the secret of the chocolate’s everlasting taste?

A．Delicate wrap and words.

B．Special colors and recipes.

C．Mother’s affection and devotion.

D．Pleasure from sharing with others.

9 . Have you ever seen the scene in which a person is being tested by a polygraph(测谎仪)? Do you think it’s likely to tell if a person is really lying by analyzing his/her handwriting? For ages experts have been analyzing and trying to break the code of handwriting characteristics in order to detect an individual’s personality characters, or in most cases, judge their innocence in the case of a crime. Although this science has often gone the way of pseudoscience(伪科学), researchers are now discovering that with the aid of a computerized tool, handwriting characteristics can be measured more effectively. A study in the Journal of Applied Cognitive Psychology shows that handwriting tests could give polygraphs a challenge for lie detection.

The study was headed by Gil Luria and Sara Rosenblum at the University of Haifa, Israel. The researchers used a computerized tablet that measured the physical properties of the subject’s handwriting, which are difficult to consciously control. They worked with 34 volunteers, who wrote truthful and false paragraphs on paper using a wireless electronic pen with a pressure sensitive tip. A computerized system measured pressure and stroke(笔画) duration, both on the paper and in the air. Spatial(空间的) measures, such as stroke length, height and width were also tracked. And the scientists found significant differences in pressure and spatial measures when an individual was in the process of writing deceptive statements compared with the truth.

“When we lie, our brains work hard to make sure we get the story right and come off as truthful,” said Gil Luria, the leading scientist of the research. “Law enforcement officials try to tap into that effort, for example with polygraphs, to find out if a suspect is telling the truth. But such stress tests are beatable and forbidden in court.   In this case, handwriting tests could be a competitor to the familiar, but unreliable lie detector.”

The investigators say they need to affirm this initial result and compare the technique with polygraphs and other lie detection tools. But perhaps in the future even a written claim of innocence could turn out to be a real confession(招供).

1. What is the function of the two questions in the first paragraph?

A．Argument.

B．Conclusion.

C．Introduction.

D．Assumption.

2. What’s the second paragraph mainly about?

A．The cause of the experiment.

B．The process of the experiment.

C．The result of the experiment.

D．The significance of the experiment.

3. What does the underlined word “deceptive” in Paragraph 2 probably mean?

A．responsible

B．illegal

C．believable

D．dishonest

4. What’s the best title of the passage?

A．The polygraph has many disadvantages.

B．Handwriting-based tool offers alternative lie detection method.

C．Computerized tools can distinguish a liar.

D．Handwriting-based tool matters a lot in finding a suspect.

10 . In October this year, it was announced that the gray wolf would be removed from the U.S. Endangered Species List. While they will still be managed by state governments, gray wolves in the lower 48 states will no longer receive federal protections under the Endangered Species Act.

Throughout American history, gray wolves have been highly controversial. Once abundant across most of North America, gray wolves went nearly extinct due to poisoning, hunting and trapping, as human settlements expanded across the continent. At one point, hunters were awarded prizes for killing gray wolves which were seen as threats to livestock(家禽) on rural farms.

In the 1970s, as gray wolf populations continued to dwindle, the U.S. government took protective action, listing the animal as endangered. In 1995 and 1996, the government reintroduced gray wolves in Idaho and Wyoming’s Yellowstone National Park. From these locations, gray wolf populations expanded to other states. As of today, according to data from the U.S. Fish and Wildlife Service, the total gray wolf population stands at 6,000.

However, environmentalists have strongly criticized the gray wolf’s removal from the U.S. Endangered Species List. They view the decision as premature and potentially hurtful to wolves, which have not yet gained a strong foothold in many ecosystems.

Recently, citizens in Colorado decided to reintroduce the gray wolf in a vote that passed narrowly. The slim victory for wolves reflects a bitter debate between urban and rural Coloradans. Wolf supporters and conservationists claim the animals’ benefits to the environment. Gray wolves help maintain ecosystem, and wolves also help limit overgrazing(过度放牧), which can lead to soil erosion. Wolf opponents, on the other hand, fear increased livestock deaths and greater risk to farmers and rangers in rural areas. Hunting and livestock raising are among the biggest careers in western states, and opponents fear that forced wolf introduction will significantly impact people’s livelihoods.

1. Why was the gray wolf removed from the U.S. Endangered Species List?

A．It is controversial to reintroduce them.

B．They are not worth preserving in the US.

C．There will be no natural threats for them.

D．The number of them has risen to a certain degree.

2. What does the underlined word “dwindle” in Paragraph 3 mean?

A．Decrease.

B．Become double.

C．Expand.

D．Keep stable.

3. What’s the focus of the debate mentioned in the last paragraph?

A．Whether to reintroduce gray wolves.	B．How to protect the present gray wolves.
C．What benefits we get from gray wolves.	D．Why we removed gray wolves from the list.

4. What is the best title for the text?

A．Reflections on gray wolves.	B．A comeback for gray wolves.
C．Significance of protecting gray wolves.	D．The present tough situation of gray wolves.