1 . In a crowded migrant (移民) camp in Tijuana, Mexico, a three-year-old girl wandered ________ toward the exit. She was steps from a busy road. Estefanía Rebellón was the only person who ________ her. The writer had just driven from Los Angeles with a group of friends to drop off food and clothing to a(n) ________ organization.

It was December 2018, a time when the US-Mexico border was seeing migrants from Central America ________ violence and poverty. Rebellón rushed over to the child and took her ________. “Where are your parents?” she asked anxiously. Eventually, she and her friends found the girl’s ________ father, who had stepped away to ________ for food.

Back at home, Rebellón gathered a group of volunteer ________ via social media, and using a thousand dollars from her ________, set up a school at the Tijuana border. In five years, the pilot program has grown into the non-profit Yes We Can World Foundation, which has ________ three school buses into classrooms and established two schools.

________ by donations, the foundation’s teachers have provided a bilingual education to more than 3,000 kids. The schools ________ an official curriculum (课程) from Mexico’s education ministry. They also offer ________ courses, which help kids understand more about migration.

Rebellón has received numerous ________ for her work, including Outstanding American by Choice. As more than 6.6 million people still live in refugee camps around the world, she says she’d like to ________ the foundation’s influence and support migrant children globally.

1.

A．leisurely

B．alone

C．freely

D．abroad

2.

A．tended

B．recognized

C．invited

D．noticed

3.

A．relief

B．health

C．business

D．education

4.

A．fighting

B．preventing

C．escaping

D．worsening

5.

A．side

B．place

C．hand

D．heart

6.

A．determined

B．annoyed

C．disappointed

D．panicked

7.

A．line up

B．make up

C．stand up

D．look up

8.

A．soldiers

B．doctors

C．writers

D．teachers

9.

A．expenses

B．savings

C．bills

D．charges

10.

A．integrated

B．forced

C．transformed

D．translated

11.

A．Limited

B．Funded

C．Motivated

D．Influenced

12.

A．create

B．adjust

C．reject

D．follow

13.

A．special

B．strange

C．common

D．major

14.

A．opportunities

B．honours

C．blessings

D．messages

15.

A．display

B．possess

C．maintain

D．expand

2 . Traditional feedback (反馈), which often involves criticizing past actions and performance, can sometimes be discouraging. However, there’s a powerful alternative that has been gaining popularity — feedforward. Feedforward is about sharing constructive and forward-looking comments to help individuals and groups move forward together, building a positive path to collective progress.

Constructive feedback has long been a cornerstone of personal development. It helps individuals identify their weaknesses and areas for improvement, but it can sometimes feel like a constant spotlight on one’s shortcomings. Feedforward, on the other hand, shifts the focus from past missteps to future possibilities. It is a tool that fosters (培养) a culture of growth, emphasizing what can be done to enhance one’s performance and contribute to the overall betterment of a group or organization.

Instead of focusing on past mistakes or weaknesses, feedforward encourages people to recognize their strengths and potential, highlighting the possibilities of what they can achieve. This approach not only boosts confidence but also motivates individuals to struggle for excellence. In a world where negativity can often overshadow positivity, the power of feedforward lies in its ability to uplift and inspire people.

When applied in group settings, feedforward becomes a powerful tool for building unity and cooperation. Teams and organizations that welcome feedforward form an environment where team members feel valued and supported. By focusing on future improvement, teams can collectively work towards their goals, fostering innovation, and achieving better results.

Feedforward can also be valuable in building personal relationships. It can be used in families, friendships, and romantic partnerships to encourage personal growth and strengthen bonds. Feedforward instead of being judgemental increases confidence. By offering constructive and forward-looking comments, you can support your loved ones in their pursuit of happiness and self-improvement.

To successfully implement feedforward, it is essential to foster open and honest communication. It’s about providing advice that is specific, practical, and, most importantly, constructive. The emphasis should always be on helping individuals identify their potential and offering suggestions for growth.

1. How does the author introduce the topic?

A．By analyzing a scene.	B．By stating a phenomenon.
C．By providing an example.	D．By making a comparison.

2. What is the core of feedforward?

A．Developing optimism.	B．Enhancing interaction.
C．Focusing on potential.	D．Learning from experience.

3. What does the underlined word “implement” in the last paragraph mean?

A．Ask for.

B．Pick up.

C．Carry out.

D．Reflect on.

4. Which is the best title of the passage?

A．Giving Effective Feedback	B．The Power of Feedforward
C．Feedback and Feedforward	D．Looking Forward, Not Backward

3 . Good news came from Killington. In a challenging ______ that unfolded in 2024, the police department, along with the search and rescue team, ______ rescued 23 lost skiers and snowboarders. It was a remarkable ______ of teamwork and commitment.

The police department received a call at 2: 30 pm informing them of 7-9 lost individuals in the woods. However, as the officers, ______ with the search and rescue team, dug into the investigation, they ______ a more extensive situation involving a total of 21 last individuals. They set off instantly.

______ frosty temperatures, the rescuers hiked and snowshoed about 5 miles to reach the trapped skiers and snowboarders. They tripped and ______ their knees. But their goal was ______ : find everyone and bring them to safety. Finally, they did it.

Just when the rescuers thought their mission was ______, an additional call came in for two more lost skiers. Without any ______, six of the rescuers reentered the woods. They ______ and accompanied the lost to safety, ______ the highly organized activity at about 7: 30 pm.

The rescuers went to great ______ to ensure the safety and well-being of others. The ______ of these selfless individuals illustrated the true spirit of community. The police department ______ special thanks to all involved.

1.

A．investigation

B．operation

C．examination

D．discussion

2.

A．successfully

B．fortunately

C．apparently

D．accidentally

3.

A．celebration

B．adventure

C．exchange

D．display

4.

A．breaking up

B．putting up

C．teaming up

D．catching up

5.

A．changed

B．evaluated

C．controlled

D．uncovered

6.

A．Braving

B．Avoiding

C．Checking

D．Measuring

7.

A．touched

B．skinned

C．hugged

D．bent

8.

A．distant

B．common

C．clear

D．high

9.

A．complete

B．significant

C．temporary

D．challenging

10.

A．doubt

B．difficulty

C．hesitation

D．anxiety

11.

A．visited

B．located

C．persuaded

D．encouraged

12.

A．concluding

B．choosing

C．attending

D．recording

13.

A．tasks

B．lengths

C．ranges

D．choices

14.

A．beliefs

B．tests

C．efforts

D．dreams

15.

A．deserved

B．received

C．expected

D．extended

4 . Hugging probably isn’t the first thing when thinking about what robots could help humankind with. Alexis E. Block and her colleagues have been involved in the HuggieBot project for years, trying to be trailblazers of a robot that could deliver human-like hugs.

The creators of HuggieBot 3.0 claim that it is “the first fully autonomous human-sized hugging robot”. It features a custom sensing system called “HuggieChest” consisting of two inflated (膨胀的) parts to imitate a soft chest. But there’s a lot more than a soft chest to the HuggieBot 3.0. The advanced robot delivers hugs using a pair of arms mounted to a custom metal frame (框架) that were selected for being human-like, quiet, and safe. As a hug takes place, a pressure sensor and microphone inside the artificial chest detect human touch and begin transmitting data via a board to a Robot Operating System (ROS)-based computer located in the HuggieBot 3.0’s 3D-printed head.

The team used feedback from 512 real people over 32 trials to train a machine learning system. “The HuggieBot 3.0 can stay still, move slightly vertically (垂直地), tap or pat a person’s back and squeeze with-varying degrees of pressure The team wrote in a recent study.

Alexis E. Block started working on the original HuggieBot back in 2016. The first version was built on six “hugging commandments” to autonomously enter into and end a hug. The HuggieBot 2.0 took the project a step further by integrating sensing perception, but the 3.0 version is the most advanced version with five added hugging commandments to deliver a human, like hugging experience.

In a recent test, 12 participants who hugged the robot for longer declared that they felt it was “significantly nicer to hug” than previous ones.

The HuggieBot 3.0 isn’t perfect, and its creators point out that it isn’t quite like hugging a real person just yet, but they are already working on a fourth version that should come with improved hug positioning and techniques. They hope that one day HuggieBot will be able to take the place of the sensation of human bugging to perfection.

1. What does the underlined word “trailblazers” in Paragraph 1 probably mean?

A．Trackers.

B．Protectors.

C．Pioneers.

D．Criticizers.

2. What is Paragraph 2 mainly about HuggieBot 3.0?

A．Its designing process.	B．Its main function.
C．Its working principle.	D．Its practical usage.

3. What’s special about HuggieBot 3.0?

A．It works fully autonomously.	B．It perceives people’s senses.
C．It pats and squeezes a person gently.	D．It offers human life hugging experience.

4. Which can best describe the prospect of future HuggieBot?

A．Promising.

B．Far-reaching.

C．Profitable.

D．Uncertain.

5 . Wildfires are common nowadays. Lightning, campfires, power lines or other sources may lead to big wildfires.     1     But when they break out on populated places, wildfires can endanger human lives and property.

Still, wildfires have always been a part of some forest ecosystems.     2     For one thing, wildfires can get rid of trespassers(入侵者). The native animals often know how to escape a wildfire. But harmful species may not, so they could get wiped out.

Fires can prevent trees from overcrowding each other, which allows smaller plants and animals that need sunlight to grow below. Plus, wildfires burn up a lot of leaf litter, pine needles and other dead matter on the ground. This clears out junk that may stop new plants from growing and releases nutrition back into the soil.     3    

There are also species that have evolved (进化) to depend on regular wildfires. Banksia trees in Australia, for instance, only release their seeds in the heat of a wildfire.     4     And birds such as the black-backed woodpecker prefer to live in recently burned areas, because newly burnt trees may offer easy access to a feast of insects.

    5     They set these fires only in areas and under weather conditions where they're sure they can control the flames. Specific burns are meant to provide the benefits of natural, low-intensity fires. So, one important way to protect against fires is professionals setting them.

A．The leaf litter can fuel more dangerous wildfires.

B．These trees need fires if they are to produce more trees.

C．They might cause more fires that could threaten wildlife.

D．As a result, fire experts start fires in certain places regularly.

E．They mainly destroy natural areas, such as forests and grasslands.

F．And regular burns can be vital for keeping those ecosystems healthy.

G．Importantly, it also prevents the buildup of dead matter that catches fire easily.

6 . Giving thanks is very important in our daily life — and it turns out humans have been doing it for a long, long time. As more researchers dig into the science of gratitude, they’ve found the feeling likely played a key role in helping our ancestors band together and survive.

Humans are social animals. That’s how we’ve lasted so long; not by being the biggest or the strongest, but by figuring out how to work together. A key part of building relationships is the idea of give-and-take. The animal kingdom has some similar behaviors, said Malini Suchak, an animal behavior researcher at Canisius University. In experiments with capuchin monkeys (卷尾猴) and chimpanzees (黑猩猩), Suchak found the primates (灵长类动物) became more willing to help out a partner if that individual had helped them in the past.

Thousands of years later, gratitude has taken root in humans. Studies have found gratitude may show up in a few spots in our genes and brains. And the feeling comes out early on during growth. Children as young as 2 and 3demonstrate they want to return favors.

In a study, Vaish found that when kids got help completing a task — in this case, finding a key to unlock a box of stickers — they were more likely to share their sticker reward with a new person. It’s that kind of behavior that shows gratitude is more than simple exchange. Schnitker said. It can make us more generous with other people in general — even if they didn’t help us first.

Giving thanks might be good for you, too: A 2016 study found that people who wrote letters of gratitude reported better mental health and saw changes in their brain activity. But Nelson pointed out that recognizing the giver, not just the gift, is key. So, if thanksgiving has you in a mood for gratitude, she suggested focusing on thanking the people in your life, rather than just making “gratitude lists” of the stuff you have. This is more in line with why the feeling evolved in the first place, she said. “It’s not just about stuff and materialism,” Nelson said. “It’s about relationships and the things that people do for you, and then the things that you can in turn do back for other people.”

1. What is crucial in strengthening human connection according to the passage?

A．Being grateful.	B．Being creative.
C．Being social.	D．Being intelligent.

2. Why is the behavior of sticker sharing mentioned in Paragraph 4?

A．To show kids like to play with stickers.

B．To prove humans like to share with others.

C．To demonstrate kids are willing to help others.

D．To stress gratitude extends beyond give-and-take.

3. What does Nelson suggest people do about gratitude?

A．Cherish the gifts you receive.	B．Write more letters of gratitude.
C．Offer more help to people around you.	D．Value the giver and express appreciation.

4. Which can be a suitable title for the text?

A．Gratitude: Part of How We Evolved	B．Gratitude: Children’s Inborn Nature
C．Gratitude: A Significant Human Virtue	D．Gratitude: Way to Develop Relationships

7 . “When we think of curiosity, we often think of the need for immediate answers,” said Abby Hsiung, Ph. D. , a postdoctoral researcher at the Duke Institute for Brain Sciences and lead author of a new research paper. “But we found that when people were more curious, they were actually more pleased to wait.”

“When we watch TV shows or football games, we’re watching that information develop over time, uncertain about how it’s all going to end,” said Hsiung. “I wanted to know if higher curiosity would push people to seek, or to avoid getting an immediate ‘spoiler’ (剧透).”

Hsiung drew inspiration from short cooking videos that are popular on social media. “These videos caught my attention because even though they’re so short, they manage to develop a description and suspense (悬念), so that you’re attracted and curious about how the pizza will all come together.” So Hsiung got out her digital paintbrush and made a lot of 30-second animated line drawing videos that, like the cooking videos, eventually ended up as something highly recognizable, like a hamburger or a dog.

More than 2,000 adults from across the U. S. then watched 25 of these short line drawing videos online. Participants in Hsiung’s study were asked along the way how curious they were, how they felt, and to guess what the drawing would become. Viewers also had a spoiler button to skip ahead to see the final drawing. Hsiung and her team were surprised to find that when people were curious, they refused to hit the spoiler button and kept watching the drawings unfold. It was when people were less curious that they tended to go for an instant answer.

The study also found that curiosity increased at different stages of watching these videos. “We saw higher curiosity during moments when it seemed like the drawing could turn into anything and also when participants were starting to really home in on a single answer,” said co-author Jia-Hou Poh, Ph. D. , a postdoctoral researcher at the Duke Institute for Brain Sciences.

1. What is the popular belief concerning curiosity?

A．It fuels the urge for answers.	B．It leads to endless patience.
C．It stresses the need to wait.	D．It brings the pleasure of waiting.

2. What inspired Hsiung to use her research approach?

A．The evolution the TV shows displayed.	B．The fantasy the short cooking videos shared.
C．The way the short cooking videos developed.	D．The popularity the short cooking videos achieved.

3. What were participants required to do?

A．Make drawings to take a shortcut.	B．Answer some questions while watching.
C．Press the spoiler button to finish the task.	D．Hunt for an answer as quickly as possible.

4. Which can be a suitable title for the text?

A．The influence of patience on curiosity	B．Curiosity delays eagerness for the answer
C．Curiosity arises from the patience of waiting	D．The way to hold back the urge for an answer

8 . Landscape paintings of the 19th century displayed in London’s Tate Britain museum looked rather familiar to Anna Lea Albright, a climate researcher. Artist William Turner’s unique way of painting objects in foggy weather let Albright recall her early research on air pollution.

“I started wondering if there was a connection,” says Albright, who visited the museum on a day off from work. Turner — an English Romantic painter — was painting as increasing industrial plants earned London the name “The Big Smoke”. Turner’s early works were done with sharp details while later works had a dreamier aesthetic (美感).

To figure out to what extent Impressionists were reflecting the environmental conditions of that time, Albright partnered with climatologist Peter Huybers. They analyzed the contrast of 60 works created by Turner from 1796 to 1850 and 38 paintings by Monet between 1864 and 1901. It turned out that as the release of sulfur dioxide (二氧化硫) increased over time, the amount of contrast in both Turner’s and Monet’s paintings decreased. However, works set in Paris by Monet between 1864 and 1872 showed relatively higher contrast compared with Turner’s London-based works created 20 years earlier. This, Albright and Huybers say, can be due to the much slower start of the Industrial Revolution in France.

The researchers also analyzed the paintings’ visibility, or the distance at which an object can be clearly seen. Before 1830, the visibility in Turner’s paintings averaged about 25 kilometers while paintings after 1830 had the average visibility of about 10 kilometers. To strengthen their argument, the researchers also analyzed 18 paintings from four other London-and Paris-based Impressionists. Again, as outdoor air pollution increased, the contrast and visibility in the paintings decreased.

The researchers calculate that air pollution can explain about 61 percent of contrast differences between the paintings. In that respect, “different painters will paint in a similar way when the environment is similar,” Albright says. “But I don’t want to overstep the line and say: Oh, we can explain all of Impressionism.”

1. Why is Albright’s visit to a museum mentioned?

A．To connect art with research.	B．To introduce previous foggy weather.
C．To show impacts of Turner’s painting.	D．To explain inspiration for her new study.

2. What might lead to lower contrast in Turner’s paintings according to the research?

A．His personal habits.	B．His drawing techniques.
C．The higher level of industrialization.	D．The influence of Impressionists.

3. What does the paintings’ visibility mainly indicate?

A．Painting styles vary with time and regions.	B．Air pollution needs to be controlled.
C．Lower visibility is more popular in works.	D．Changes in it may relate to air quality.

4. Which word can best describe Albright’s attitude towards the findings?

A．Objective.

B．Optimistic.

C．Enthusiastic.

D．Doubtful.

9 . Into Film is a UK film education charity, which puts film at the heart of young people’s learning, contributing to their cultural, creative and personal development. Among all its most popular courses, this filmmaking and animation course will teach you how to use simple filmmaking techniques to aid assessment and attainment across the curriculum for young people aged 5-19. You’ll discover how film can be used as powerful tools to encourage active learning and enable your pupils to establish strong connections with any area of the subjects.

How is the class arranged?

Duration 3 weeks

Weekly study 3 hours

100% online

Unlimited subscription $349.99 $244.99 for one whole year

What topics will the course cover?

·Explore how to make simple films with your pupils

·Consider how to use filmmaking as a tool for assessment

·Learn how to evaluate the filmmaking process ensuring progression

·Design a range of filmmaking briefs that can ensure filmmaking projects are class-focused

·Plan how to run in-class and remote filmmaking projects efficiently

·Learn how to use filmmaking software

At every step of the course, you can meet other learners, share your ideas and join in with active discussions in the comments. Lola C., a course learner, says, “This course is a very useful guide to introducing the magic of films to class. It’s a very funny way for students to learn any subject.”

So if you have any interest, don’t hesitate to come and join us. You’ll be amazed by the resources shared!

1. What do we know about the course?

A．It targets specifically educators.	B．It is operated both online and offline.
C．It is the most popular course of Into Film.	D．It focuses on young pupils’ development.

2. What might a person be able to do at the end of the course?

A．Evaluate films professionally.	B．Create class-based filmmaking projects.
C．Develop filmmaking software for class use.	D．Have greater familiarity with famous films.

3. Why does the author write this text?

A．To show the magic power of films.	B．To stress the popularity of the course.
C．To promote the use of films in class.	D．To attract readers to apply for the course.

10 . A gap year in South Africa after high school lit Emily Parfit’s passion for education, which she loved so much that she considered remaining in South Africa and giving up a college education.

Her father talked with her about how she could have an impact on the kids that came to her classroom every year if she stayed. He also told her she could come back, get a college education and have a much broader, systemic impact. That conversation convinced Parfit to return and concentrate on mechanical engineering at the Harvard John A. Paulson School of Engineering and Applied Sciences.

She loved math classes, computer science classes and physics classes, as what all of those subjects have in common is finding ways of dealing with problems, and that’s been the theme that runs throughout her career. She loved addressing tricky problems, breaking them down into their component pieces, and dealing with them one at a time.

Parfit combined that love and the method to build a career settling some of the most pressing challenges in education. She’s a partner at Education Resource Strategies (ERS), a Massachusetts-based nonprofit that helps U.S. school districts promote fairness in education and improved outcomes for all of their students—especially those with the greatest learning needs and those being furthest from the educational opportunity. “I’m so glad I can apply the skills I built in the field of education,” she said.

Parfit doesn’t stop here. She teamed up with local businesses to offer internships (实习岗位) to high school students, and engaged with community partners who can offer enrichment activities. “For so long, schools have been a place where one teacher faces a fixed number of kids,” Parfit said. “Schools and systems were set up as if all students needed the same things. We’re trying to cooperate with communities to broaden available resources to create learning experiences beyond a classroom that unlock every child’s potential.”

1. What did Parfit do after her gap year in South Africa?

A．She majored in education.	B．She stayed there to teach.
C．She sought higher education.	D．She bonded with her father.

2. How did college education benefit Parfit?

A．It made her a partner of ERS.	B．It enabled her to start a business.
C．It gave access to professional courses.	D．It developed her problem-solving techniques.

3. What is the goal of ERS?

A．To combine love with teaching.	B．To bring equal education to US kids.
C．To meet US students’ learning needs.	D．To help US kids study with a good approach.

4. Why did Parfit go into partnership with the community?

A．To enrich classroom activities.	B．To inspire students’ love for learning.
C．To widen students’ working experience.	D．To offer out-of-class learning opportunities.