The underlined sentence in paragraph 1 means Sontag_________.
| A．was a symbol of American cultural life |
| B．developed world literature, film and art |
| C．published many essays about world culture |
| D．kept pace with the newest development of world culture |
2 . Was your school noisy or peaceful? It might not seem important, but a growing body of research suggests that sounds can have an impact on learning, performance and creativity.
Whether background sounds are beneficial or not seems to depend on what kind of noise it is—and the volume. In a series of studies published last year, Ravi Mehta from the College of Business at Illinois and his colleagues tested people's creativity while exposed to a soundtrack made up of background noises—such as coffee-shop chatter and construction-site drilling—at different volumes. They found that people were more creative when the background noises were played at a medium level than when volume was low. Loud background noise, however, damaged their creativity.
This makes sense for a couple of reasons, says psychologist Dr Nick Perham, at Cardiff Metropolitan University in the UK, who studies the effect of sounds on learning but was not involved in the study. Firstly, he says, sounds that are most disturbing tend to be very variable. A general hum(嗡嗡声)in the background suggests a steady-state sound with not much variation. "So there's not much there to capture your attention- nothing disturbing the subjects," he says. At the same time, the background noise might cause the subjects to be in a slightly heightened state of arousal(觉醒), says Perham. "Medium arousal is best for good performance. So it might be that a general hum in the background gives an ideal level of arousal. " With that in mind, Perham suggests there may be some benefits to playing music or other sounds in an art class or other situations where creativity is key.
Many teachers all over the world already play music to students in class. Many are inspired by the belief that hearing music can improve IQ in tasks, the so-called Mozart effect. While the evidence actually suggests it's a stretch to say classical music improves brainpower, researchers do think pleasant sounds before a task can sometimes lift your mood and help you perform well, says Perham, who has done his own studies on the phenomenon. The key appears to be that you enjoy what you're hearing. "If you like the music or you like the sound—even listening to a Stephen King novel -then you did better. It didn't matter about the music," he says.
1. Which of the following is true according to the studies by Ravi Mehta and Nick Perham?| A．It's better not to expose people to any background noise while at work. |
| B．Construction-site drilling should be forbidden where there is a school. |
| C．Noises will harm people's health however low their volumes are. |
| D．A certain level of noise may do good to people's creativity. |
| A．keep the classroom quiet |
| B．play music at a steady and medium volume |
| C．broadcast classical music |
| D．vary the volume of the music constantly |
| A．prove the usefulness of pleasing sounds |
| B．confirm the belief of Mozart effect |
| C．challenge the importance of soft music |
| D．cast doubt on the power of music in raising IQ |
| A．Learning Power: Noise and Music Work |
| B．Noise Meeting Music: A Blessing? |
| C．Noise or Music: Creativity in Danger |
| D．Brainpower: More Music and Less Noise |
3 . We all know that friends are special people who we share our lives with, and who share their lives with us in return. But seeking friends and keeping the friendship going are never easy.
According to research recently published in the Journal of Social and Personal Relationships, the key is to use “we-talk”.
Led by University of California psychologist Megan Robbins and her colleague, the researchers reviewed and analyzed 30 different studies involving over 5,000 participants. This largest-ever analysis “we-talk” suggested that the frequent use of “we” and “us” is linked to happier and healthier relationships.
The word “we” moves people from an individual position into a partnership, which makes us more interdependent. “The pronouns offer an insight into whether people see themselves as individuals or as part of a whole… Word use is a window into what people are thinking and feeling without asking them,” Robbins told Science Daily.
Their research also found that “we-talk” is helpful for solvi ng conflicts. “The primary point is that interdependence may bring about supportive and relationship-centered behaviors and positive perceptions of the partner—especially important in times of stress and conflict,” according to a statement released by Robbins’ lab.
US-based magazine Psychology Today used the word “union” to describe the impact on a partner upon hearing “we-talk”.
Contrary to “we-talk”. there is “I-talk”, which refers to the frequent use of first-person-singular pronouns, such as “I”, “me” and “mine”, when writing or speaking.
Earlier this year, researchers from the University of Arizona, US, analyzed set of data that came from 4.700 people in Germany and the US. They found that too much “I-talk” was an accurate linguistic marker for the likelihood that someone is feeling stressed or experiencing negative emotions.
“If you are speaking in a personal context—so you’re speaking about something that’s of relevance to you”, lead researcher Allison Tackman told The Independent. “But if you’re communicating in a context that’s more impersonal, such as describing a picture, we did not see the relationship emerge.”
As you can see from the two studies, too much “I-talk” can make you feel depressed. But “we-talk” can encourage you to become more positive and create a chain effect of healthy interdependence with others.
So next time you’re talking to a friend, try using more “we-talk”. You may find yourself feeling more positive and the effect it will have on your friend will be positive as well.
1. According to Megan Robbin and her colleagues’ research, we can infer the following EXCEPT ____.| A．Too much “I-talk” always shows pressure or depression. |
| B．“We-talk” makes us more dependent on each other. |
| C．The more we use “we” and “us”, the happier we may feel. |
| D．“We-talk” may help us build better teamwork in our work. |
| A．We may avoid arguments and conflicts with it. | B．It may help promote friendship in our life. |
| C．It can help produce a feeling of individualism. | D．We can become more independent of others. |
| A．A person tends to use “I-talk” too much if he is experienced. |
| B．“I-talk” is an exact linguistic marker for people’s feelings. |
| C．If person uses “I-talk” a lot, he is probably in a bad mood. |
| D．Someone likes “I-talk” in an impersonal context. |
| A．Using “we-talk” contributes to building good social relationships. |
| B．The importance of choosing the word in our daily conversation. |
| C．Using too much “I-talk” may lead you to become upset. |
| D．Introduction to “we-talk” in our daily communication. |
4 . When a close friend dies, it often forces you to consider your own death. The more you have in common with the friend, the more his death will make you wonder about your own. Sometimes you will naturally say to yourself, "It could just as easily have been me." Such a death has a way of reminding us how fragile life is, and it may cause you to reassess(重新评价)the direction of your own life.
Jack's story is a good example. A successful businessman making a lot of money, Jack didn't spend as much time with his family as he wanted. His job required him to work long hours. But three years ago one of his best friends, a man who worked in the same office, had a heart attack. He died while celebrating his daughter’s eighteenth birthday in a restaurant. He was only fifty years old.
Not long after his friend's death, Jack started to have a chest pain. Finally he had a good physical check-up. He received a clean bill of health. But the chest pain continued. He kept thinking of the death of his friend. Jack thought about how much his friend missed in life and he saw how hard it was for his friend's family to manage after he passed away.
Jack realized that he didn't want to end up his life that way. He talked his feelings over with his wife and children, and decided to change his way of life. The family moved to a small town where he started a simple life. Now he is running a small art gallery（画廊）. He is relaxed, and says he has never been so happy in his life, and he has got no more chest pain.
1. Your close friend's death is ________ to you.| A．a warning | B．common | C．a direction of life | D．an example |
| A．The doctor didn't write a word on his bill |
| B．The doctor didn't want Jack to pay for the bill |
| C．The doctor didn't find anything wrong with him |
| D．The doctor didn't want to treat his pain |
| A．lose much interest in life | B．realize that he missed the friend very much |
| C．doubt his way of life | D．ill for some time |
| A．earns less money | B．gets more time |
| C．has a happier life | D．does all these mentioned above |
5 . The Internet plays a big part in human life. We use it for work and pleasure. We use it to learn a new language. We find advice on it. We use it to connect with family and friends. We use it to stay in touch with events we care about. The list goes on and on.
Well, that train has left the station. This expression means there is no going back to an Internet-free life. But can using the Internet too much be bad for our health? It might be, researchers say. A new study finds that heavy Internet use may be connected to high blood pressure in an unlikely group: teenagers.
High blood pressure makes your heart and blood vessels work too hard. Over time, this extra pressure increases your risk of a heart attack. High blood pressure can also cause heart and kidney disease. It is also closely linked to a brain disease.
The Henry Ford Hospital in Detroit, Michigan did the study. 335 young people, from 14 to 17 years old , took part in it. 134 of the teens were described as “heavy Internet users.” And researchers found that out of these 134 teens,26 had high blood pressure. The researchers say the study is the first to connect heavy web use with high blood pressure. Other research has connected heavy Internet use with anxiety, depression and obesity.
The lead researcher is Andrea Cassidy Bushrow. She said, “Using the Internet is part of our daily life, but it shouldn’t ruin us.” Ms. Cassidy Bushrow adds that it is important for teens to take regular breaks from their computers or smartphones and do some kind of physical activity. She also suggests that parents limit their children’s use of the Internet to two hours a day, five days a week.
1. The expression “that train has left the station” in Para. 2 is used to show________.| A．the Internet develops rapidly | B．no one can escape from the Internet |
| C．the Internet can provide whatever we want | D．there is no going back to an Internet free life |
| A．Causes of high blood pressure. | B．The harm of high blood pressure. |
| C．The disadvantages of Internet use. | D．Ways to prevent high blood pressure. |
| A．teenagers shouldn’t use the Internet |
| B．the Internet will ruin human life in the future |
| C．smartphones are more harmful than computers |
| D．regular breaks are necessary when using the Internet |
| A．Heavy Internet users are mostly teenagers | B．How to prevent teenagers from the Internet |
| C．Too much Internet use may be bad for teenagers | D．Every coin has two sides—so does the Internet |
6 . Alex Palmer says he'll never forget his 13th birthday, not because of a gift or a party, but fire. “It made me realize how valuable life is,” said Alex, a seventh grader at Monroe Demonstration School in Tulsa, Oklahoma.
On April 18, Alex and many other kids from his school were riding home on a school bus when they suddenly saw smoke coming from the bus’ engine. “It was jaw-dropping,” he told reporters.
By the time Alex and some other kids made it out the bus’ back door, the bus was already on fire. And some of their schoolmates were still inside. So he and some of the other older kids took action.
“One little kid was slowing everyone down with his big backpack, ” eighth grader Destiny Fain said, “so I got it off and threw it to the side and helped to make sure all the little kids weren’t fighting or pushing. ”
As that was going on, sixth grader Marketez Doyle-Smith reportedly helped another classmate who had trouble in breathing because of the smoke. “We saw our friend lying on the ground,” he said, “so we took our shirts off and waved them to get him some air to breathe.”
Marketez also reportedly stopped a younger kid trying to get back on the bus to search for something he’d left behind. “We're all a family,” he told reporters. “So I went back to help the little kid.”
Finally everyone made it off safely, thanks to Alex, Destiny, Marketez and several other kids. By later that day, they were already being called heroes. “I really don’t see it as being a hero,” Alex said, according to The World. “I see it as the right thing to do—helping others before you help yourself.”
1. What happened on Alex’ s way home?| A．The school bus was on fire suddenly. | B．There was a party for Alex’s birthday. |
| C．He received a gift from his classmate. | D．Some classmates quarreled with each other. |
| A．We’re brothers in the same family. | B．It’s our duty to help each other. |
| C．We’re classmates in the same class. | D．The thing left on the bus is mine. |
| A．was not a brave student. | B．had the right to do anything. |
| C．had just done what he should do. | D．hated to be called a hero by others. |
7 . Knowing how to communicate well needs very personal attention between you and another human being. Is there a better way to learn how to communicate effectively? Yes, there is. Please follow the 3 basic steps below.
* Relax and breathe
Whether it's a business meeting or a first date, the first thing you must do in order to communicate is to relax.
When you relax, you are in control. You control your reactions and your reactions do not control you. Breathing is central to relaxation. Take a few deep breaths and your body will begin to be more at ease. This will help you apply what you already know about how to communicate well.
* Think and you will be prepared
Have you ever heard the old saying "think before you speak"? Well, it is true. By thinking ahead about how the conversation might flow, you will be better prepared, more at ease and more confident.
* Follow the flow of the conversation
If you are uncomfortable, being silent will only make it worse and make the other person uncomfortable as well. So when all else fails, follow through with small talk until a common topic appears.
A good way to keep a conversation going is to ask the other person questions. People love to talk about themselves and if you do this, they will leave the conversation, thinking very highly of you. Learning good communication skills is not something out of reach. If you make an effort, you will succeed.
1. Which of the following is the best title of the passage?| A．How to Begin Your Conversation Effectively. |
| B．Preparation and Conversation. |
| C．Personal Attention and Communication. |
| D．How to Communicate with People You Meet. |
| A．to make a good preparation for the conversation. |
| B．to take as many deep breaths as possible. |
| C．to keep calm and relax yourself fully. |
| D．to follow the flow of the conversation. |
| A．Because it can help you keep excited and react quickly in the communication. |
| B．Because it will help you organize good sentences for your communication. |
| C．Because it can help you put your communication skills that you know into use. |
| D．Because no one likes to communicate with a nervous person. |
| A．talk small things until you find a topic you both like. |
| B．speak freely so as to run across the topic you like. |
| C．keep silent in order to give the chance of speaking to others. |
| D．ask questions which you are interested in. |
| A．You will be good at communication if you try. |
| B．Good communication skills can be learned if you try. |
| C．Not all people can learn good communication skills. |
| D．Communication skills can be improved easily. |
8 . I was with my mom one day as we took a walk while window shopping. We both knew we wouldn't be buying much. I remember I was looking up at the people we passed as we walked. Ladies wore 5-inch heels and bright clothes. Men wore expensive perfumes and creams that wiped away the wrinkles on their faces. An uneasy feeling started to settle in my chest. I could deny it no longer and I was ashamed of my mom.
We were in a high-class neighborhood. We lived in a small, expensive apartment building at the edge of our county. Mom chose to move there because she knew the schools were good. I realized for the first time that we didn't belong there.
I could see the heavy lines around my mom's eyes and mouth. She wore cheap clothes and worm-out shoes. Her eyes were tired from working long hours to make ends meet, and her hair was too gray for her age. She was nothing extraordinary, yet at that moment, she stood out because she was just so plain. I didn't want to be seen with her although there was no one important around to see me anyway. I felt embarrassed about being at her side. We were standing in the middle of a high-end store, and she was holding a sweater.
Mom said, “Anna, this will look good on you. Do you want it?” It Was much too expensive, but I almost thoughtlessly answered “Yes”. Then I took a closer look at the small, tired woman with a big smile and a sweater in her hands, happy to be giving me something so nice. My words died in my throat. Her clothes were worn and old because she spent her money buying me new ones. She looked so tired because she was busy working to provide for me. She didn't wear jewelry or perfumes because she was content with spending what little money she had on me. Suddenly, my mom was beautiful and extraordinarily wonderful in my eyes. I was no longer ashamed of her, but of myself.
“Do you want it?” Mom repeated.
“No, thanks,” I replied.
1. Why did the author describe the passers-by while window-shopping?| A．To stress her mother was plain. |
| B．To show she envied rich people. |
| C．To suggest she was curious about others. |
| D．To indicate she was in an expensive neighborhood. |
| A．Studying at a top school. | B．Going window-shopping. |
| C．Being seen with her mom. | D．Living in a small apartment. |
| A．She was afraid of being blamed by her mom. |
| B．She was too excited to say anything about the sweater. |
| C．She felt her mom was so ordinary that she stopped speaking. |
| D．She failed to speak after realizing her mom's great sacrifices. |
| A．Misunderstanding Mom | B．Refusing Mom's Kindness |
| C．Feeling Ashamed of Mom | D．Going Shopping with Mom |
9 . I was 12 years old, and my mum had just died from cancer. My dad had a drinking problem that mum had been managing all these years - suddenly he had a good reason to drink, and no one to stop him any more. He hit the bottle hard.
I went from being quite a high achieving student to being in the bottom quarter for English. But among all this, there was my English teacher. Miss Ward, who was so supportive. She changed my world. She listened to me and engaged with me. She had me talking in front of the English class, and was always reminding me to write something for the school magazine. She’d always find the good in the stuff I wrote.
I started the #FindMissWard action after going to a class reunion. Nobody knew what had happened to her. I’d just written a book about my journey on foot around the edge of the UK to highlight the stigmas (伤痕) surrounding mental health - and I thought it would be fantastic if she came to the launch (发布会). I think about 1.3 million people saw the post asking for help finding her, and tens of thousands of people
The lovely thing was that so many people came out and said they had a “Miss Ward” too. One person on Twitter sent a message about their own Miss Ward and about five tweets later this woman said,“Here I am!” They were reunited almost instantly - it was amazing. I’m certain there’ll be lots of people who have never got round to looking for the teacher who made a lasting impact on their lives, but maybe wish they had. Luckily, we're going to be meeting up in a couple of weeks. I just want to say thank you. I feel very lucky to have had her in my life.
1. What does the underline sentence in Paragraph 1 mean?| A．Drank heavily. | B．Put the bottle away. |
| C．Struck bottles strongly. | D．Hurt himself on purpose. |
| A．Honest and helpful. |
| B．Caring and humorous. |
| C．Responsible and encouraging. |
| D．Strong-willed and out-going. |
| A．Because he wanted to know what happened to Miss Ward. |
| B．Because he and his classmates missed Miss Ward so much. |
| C．Because he hoped Miss Ward could come to his book launch. |
| D．Because he suffered mental problems and Miss Ward could help him. |
| A．The author has found his Miss Ward. |
| B．Few people took part in #FindMissWard action. |
| C．Miss Ward had a lasting impact on many people. |
| D．The author's Miss Ward commented on his message. |
10 . The story of English language is a story of change.The old English language, or old English, is quite different from Modern English.If we do not study old English, we can’t understand it.Some of the words are the same, but many are not used now.The story of the English language begins some time after the year 400 AD.At this time, some people came to England from North-west Europe.There were many groups of people.They were called Angles (盎格鲁人), Saxons(撒克逊人)and Jutes(朱特人),whose language, old English, is like some of the modern language of North-West Europe.In old English, the ending had many meanings.They showed past time and present time and many other things.In Modern English, most of these endings are gone.This is the biggest difference between Old and Modern English.
1. What does the first sentence of the passage mean?| A．English is a language that has changed a lot as time passes by. |
| B．The story of English language often changes. |
| C．The old English language has changed into Modern English. |
| D．The story of English language is one of how people change the language. |
| A．2,500 years | B．2,300 years | C．more than 1,600 years | D．more than 400 years |
| A．Old English | B．North-West Europe | C．North-West English | D．English |
| A．The endings of words gave different special meanings. |
| B．It was spoken by many groups of the people from North-West Europe. |
| C．Its words are very different from those Modern English. |
| D．It is easy for most English-speakers today to understand the language. |
