1 . Enjoy these four stories of wonderful friendships between people and creatures.
Albi the Glowing Cow Boy
By Georgia Bwng. Illustrated by Angela Cogo
On a quiet farm in frosty moonlight, a calf (小牛) called Albi is born. A boy called Rufus lives nearby. Soon. Albi and Rufus set off on an incredible journey-but why are the two so deeply connected and how can they each find what they are searching for?
The Boy Who Saved a Bear
By Nizrana Farook
Nuwan works at a library delivering books, but when he unexpectedly crosses the path of a dangerous group of thieves, he must go on the run. Hiding deep in a cave he realizes he’s not alone-he’s sharing his shelter with a scared bear. Nuwan comforted the bear, so this unlikely pair become friends and are soon working together to stop the bad guys and solve a mystery.
Pax
By Sara Pennypacker, Illustrated by Jon Kassen
Peter has a special bond with Pax-a half-tamed fox cub (幼崽). When a war breaks out suddenly, Peter has to move to live with his grandfather, leaving Pax behind. Can the friends find their way back to each other? This story is accompanied by lots of beautiful illustrations.
Wilder
By Penny Chrimes
When a half-wild girl appears from the marshes (沼泽), the people of a nearby village treat her with doubt. She has a mysterious connection to animals, especially the falcon who circles above her. When the river starts to dry up and a dark sickness begins to spread, the girl sets out to save the villagers.
1. Why do Nuwan and the bear become friends?| A．They live in the same place. | B．They have to solve a mystery. |
| C．The bear was comforted by Nuwan. | D．The bear saved Nuwan from the thieves. |
| A．The force of thieves. | B．An unexpected war. |
| C．The decision of Peter’s grandfather. | D．The villagers’ doubt. |
| A．They are created with the same theme. | B．Their plots are only full of adventures. |
| C．They are accompanied by beautiful pictures. | D．Their characters grew up with their animal friends. |
2 . As reported in the journal Nature, one system can directly remove carbon dioxide from sources ranging from flue gas (烟道气) to the atmosphere by using electricity to induce a water-and-oxygen-based electrochemical reaction. This technological achievement could turn direct air capture (捕获) from edge industry into a promising front for climate change relief.
Most carbon-capture systems involve a two-step process: First, high-pH liquids are used to separate the carbon dioxide, which is acidic, from mixed-gas streams such as flue gas. Next, the carbon dioxide is regenerated from the solution through heating or by injecting a low-pH liquid.
“Once the carbon dioxide is trapped in these solvents (溶剂), you have to regenerate it,” says Haotian Wang, assistant professor at Rice University. “There are literally no chemicals produced or consumed with our process. We also don’t need to heat up or pressurize our device, we just need to put it into a power outlet and it will work.”
Another drawback of current carbon-capture technologies is their reliance on large-scale, centralized infrastructure. By contrast, the system developed in the Wang lab is an extensible, modular, point-of-use concept that can adapt to a variety of scenarios. “The technology can be scaled up to industrial settings-power plants, chemical plants-but the great thing about it is that it allows for small-scale use as well: I can even use it in my office.” Wang says.
Also the reactor can continuously remove carbon dioxide from a simulated (模拟的) flue gas with efficiency above 98% using a relatively low electricity input. Wang notes that the process has “no carbon footprint or a very limited footprint” if powered by electricity from renewable sources such as solar or wind. “This is great news considering that renewablel electricity is becoming more and more cost-effective,” Wang says.
1. What does the author intend to do in Paragraph 2?| A．Add up some opposite reasons. | B．Offer basic evidences to the topic. |
| C．Summarize the following paragraphs. | D．Provide some background information. |
| A．It involves a two-step process. | B．It creates some chemicals. |
| C．It is simple and easy to operate. | D．It needs to be used in big plants. |
| A．By making comparisons. | B．By listing many numbers. |
| C．By providing research results. | D．By analyzing causes and effects. |
| A．Unclear. | B．Favourable. | C．Objective. | D．Disapproving. |
1. Who is Spotty?
| A．A dog belonging to the boy’s family. |
| B．A human who isn’t liked by the man. |
| C．The man’s little brother. |
| A．He appreciates him. | B．He dislikes him. | C．He likes him. |
| A．Spotty will not be in the family picture. |
| B．Spotty will be in the family picture with no hat. |
| C．Spotty will be in the family picture with a hat. |
4 . The impact of the man-made climate crisis on Antarctica is scientifically undeniable: stable ice shelves are retreating, air temperature increased by 3 degrees Celsius. krill(磷虾)numbers are declining, melting ice is contributing to sea level rise, and polar bears and seals are getting displaced. “Antarctic biodiversity could decline substantially by the end of the century if we continue with business as usual.” Jasmine Rachael Lee, lead author of the University of Queensland study says.
Published in the journal PLOS Biology, the study finds population declines are likely for 65% of the continent’s plants and wildlife by the year 2100. The most vulnerable(脆弱的)species is the Emperor penguins. In October 2022, the U. S. Fish and Wildlife Service listed Emperor penguins as a threatened species under the Endangered Species Act(ESA), as experts predict the flightless seabird will see a 26% to 47% dip in its population by 2050. “This listing reflects the growing extinction crisis and highlights the importance of the ESA and efforts to conserve species before population declines become irreversible(不可逆转).” said Service Director Martha Williams at the time.
Aside from Emperor penguins, other Antarctic specialists, like the Adélie penguin and dry soil nematodes, were also highly vulnerable. We urgently need a combination of global and local conservation action to best conserve Antarctic species. Global action and global voices to help relieve climate change—because the biggest threat to Antarctica is coming from outside of it. And then we need local actions to help protect biodiversity against local threats and give them the best chance of adapting to climate changes. This will help to save our iconic(代表性的)species like the Emperor penguins and all of Antarctica’s unique and highly adapted inhabitants. It will also help humankind, as we rely heavily on the priceless services the Antarctic provides in regulating our climate and capturing sea level in its ice sheets.
1. What can we learn from Paragraph 1?| A．The impact of climate crisis is usually denied. |
| B．Conservation efforts are badly needed. |
| C．Air temperature on Antarctic increases 3℃ annually. |
| D．Sea level rise results in seabirds losing their habitats. |
| A．To serve as a call to protect wildlife on Antarctic |
| B．To reflect the growing population of wild species. |
| C．To prove the effectiveness of the Endangered Species Act. |
| D．To highlight the severe impact of rising temperature. |
| A．Reducing the chances of making a trip to Antarctic. |
| B．Making joint efforts to relieve climate change. |
| C．Attempting to provide essential nutrients to the ecosystem. |
| D．Continuing to carry forward the Endangered Species Act. |
| A．Plants and Wildlife on Antarctica Will Decline Quickly |
| B．Antarctic Species Are Vulnerable to Human Threats |
| C．More Action Should Be Taken to Protect Wildlife on Antarctica |
| D．The Best Conservation Strategy Will Be Carried Out Soon |
5 . Sunflowers are huge plants with bright yellow flowers. They have a long history in North America. There is evidence that they were used for food and for medicine by Native Americans beginning around 1000 B. C. The seeds from sunflowers were likely brought to Europe by Spanish explorers around the late 16th century. Over time, they found their way to Eastern Europe. Today, Ukraine is the world’s leading producer of the plants. Sunflowers are grown for their seeds and to make oil.
If you start growing sunflowers from seeds, put them in room-temperature water for 2-8 hours before planting to start the growing process. Plant each seed into dirt 2.5 centimetres deep and 15 to 30 centimetres apart. Plant them after the danger of frost has passed or start indoors three weeks before your last frost date. Keep the soil wet, but not too wet, until the seeds begin to grow.
Sunflower plants can be moved outdoors when the danger of frost has passed in your area. Choose a place outside that will provide the plants with at least 6- 8 hours of direct sunlight each day.
As the plants grow, they will develop long roots that work their way deep into the ground. So, before planting, it is important to loosen the soil. Dig at least one third of a metre down and remove any rocks.
Mixa large amount of compost (堆肥) into the soil where the plant will grow. Compost provides important, lasting nutrients that will help the plants all season long. The sunflowers may not need additional nutrients if they are planted with compost. If compost is not added during the planting process, provide nutrients through a slow release, all-purpose fertilizer (肥料) one or two times during the growing season.
1. What can be known about the sunflower in Paragraph 1?| A．It originated in South America. | B．It was initially used to make oil. |
| C．It has a history of 3,000 years or so. | D．It was taken to Europe by British explorers. |
| A．Keep the seeds in water for 10 hours. |
| B．Plant seeds 2.5 centimetres apart. |
| C．Never put new plants in direct sunlight each day. |
| D．Plant seeds indoors 21 days before your last frost date. |
| A．It is friendly to roots’ growth. | B．It helps to hold water in the soil. |
| C．It guarantees adequate supplies of air. | D．It is more efficient in keeping temperature. |
| A．How to select sunflowers. | B．How to grow sunflowers. |
| C．When to fertilize sunflowers. | D．When to move sunflowers. |
HEFEI- Three Dalmatian pelicans (卷羽鹈鹕), or Pelecanus crispus, were spotted at Chaohu Lake for the first time, the fifth
The rare birds
“This wading bird, which feeds on fish, has a high level of alertness and requires a good
More than 80 birds, such as little swans and cormorants, were also spotted on Wednesday at the lake. Hefei City,
7 . In dry Niger, south of the Sahara, farmers who allowed cut trees to regrow in their fields have seen crop harvests increase rapidly. In recent decades, farmers there have allowed millions of trees to regrow on land that had once been cleared.
For centuries, rich woodlands dotted this dusty, sun-baked region south of the Sahara. By the time Ali Neino was a boy in the 1980s, however, just one lonely tree shot from his family’s land, and he could see clear to the horizon. “There was no vegetation in between the village and the fields,” recalls Neino, 45. “No trees, no plants, nothing.”
Decades of drought, land-clearing, and demand for firewood had left Niger nearly treeless. Intensive farming (密集农作) to feed the world’s fastest-growing population ensured new trees would not take root. Government efforts to reforest the area in the 1970s failed. Sixty million trees were planted; fewer than 20 percent survived.
Instead of cutting trees down, farmers in Niger now leave them standing and allow them to regrow from stumps (树桩), knowing that the soil around them will retain more water and be enriched by the leaves. On a recent walk along his family’s farm outside Dan Saga, Neino pointed to the trees growing everywhere.
In the past 35 years, as scientists begged nations to get serious about bringing forests back, one of Earth’s poorest countries, in one of the planet’s worst regions, added an astonishing 200 million new trees—maybe more. Across at least 12 million acres of Niger, woodlands have been re-established with little outside help, almost no money, and without driving people off their land. The trees here weren’t planted; they were encouraged to come back naturally, cared by thousands of farmers. Now, fresh trees are popping up in village after village.
1. Why is Ali Neino mentioned in Paragraph 2?| A．To stress the importance of trees. |
| B．To show the features of the Sahara. |
| C．To prove Niger ‘s shortage of trees. |
| D．To predict the disappearance of trees. |
| A．Years of drought. | B．Intensive farming. |
| C．Trees’ low survival rate. | D．Government efforts’ failure. |
| A．By driving people off their land. |
| B．By allowing trees to regrow naturally. |
| C．By encouraging farmers to plant more. |
| D．By getting support from other countries. |
| A．Trees growing again in a dry nation |
| B．Land cleared for tree-planting in the Sahara |
| C．Trees planted for the environment worldwide |
| D．Crop harvests benefiting from trees in Niger |
1. Who first recorded the sighting of the Nazca Lines?
| A．A ruler. | B．A pilot. | C．A researcher. |
| A．Ancient peoples. | B．Animals. | C．Rocks. |
| A．Local climate. | B．Special techniques. | C．Humans’ protection. |
| A．They were created by aliens. |
| B．They were created to record star changes. |
| C．They were created for water-related events. |
9 . Children can gain a stronger connection with the environment through story writing, according to a new study. The research was focused on the issue of plastic litter in Latin American countries along the Pacific Ocean.
The experts set out to explore how a story-writing activity may influence the opinions of children about plastic litter, as well as how their behavior may be affected. “A key element of our project was to examine the children’s responses to questionnaires (调查表) they completed before and after writing these stories,” said study co-author Dr. Kayleigh Wyles. “We found that their knowledge on the topic increased and they became more active, as they reported doing more pro-environmental acts afterwards.”
The children were asked to use their imaginations about litter items that are commonly found on the beach, such as straws and plastic bags. They were then instructed to imagine how these items ended up on the beach in the first place. The writing project showed that children were more likely to think about ways of preventing litter from entering the environment, rather than just cleaning it up. According to the researchers, the most popular solutions suggested in the stories were the regeneration and reduction of litter.
Overall, nearly 90 children participated in the study and in more than half of the stories, the children showed awareness of the dangers of plastic pollution in the marine (海洋的) environment, including the risk of animal involvement. Many stories described consequences of animals ingesting plastic, such as injuries or death.
“Stories offer a new and different way to explore what people believe and how they understand their environment,” said lead study author Estelle Praet. “The results were truly inspiring and showed the children’s awareness of plastic’s impact on marine life and the environment.”
1. Which might Dr. Kayleigh Wyles agree with about the story-writing activity?| A．It changes the kids’ way to use plastic products. |
| B．It promotes the kids’ knowledge on plastic litter. |
| C．It affects the kids’ responses to difficult questions. |
| D．It makes the kids more imaginative in story writing. |
| A．Cleaning them up regularly. | B．Destroying them on the beach. |
| C．Delivering them to factories. | D．Recycling and reducing them. |
| A．Giving away. | B．Taking in. | C．Escaping from. | D．Living with. |
| A．Skeptical. | B．Objective. | C．Optimistic. | D．Critical. |
10 . For years, David James, who studies insects at Washington State University, had wanted to examine the migration (迁徙)patterns of West Coast monarch butterflies (黑脉金斑蝶). The route the butterflies travel has been hardly known because the populations are too small to follow. For every 200 monarchs tagged (打标签)by a researcher, only one is usually recovered at the end of its trip, James says, and finding even 200 in the wild to tag is unlikely. Knowing the route is vital to conservation efforts, but James had no way to figure it out- until he got a phone call from Washington State Penitentiary in Walla Walla.
The prison was looking for new activities to improve the mental health of those serving long-term sentences. So James began working with prisoners to raise monarchs through the whole process of their transformation. The adult insects were then tagged and released from the prison. Over five years, nearly 10, 000 monarchs flew from the facility. Elsewhere in Washington, Oregon and Idaho, researchers released another few thousand.
The tags included email addresses, and soon after the first butterflies took off, James started receiving messages from people who had spotted them. The butterflies, the reports confirmed, wintered in coastal California. Twelve of them landed at Lighthouse Field State Beach in Santa Cruz. Several more headed to Bolinas and Morro Bay.
The work helps researchers identify ideal places to plant milkweed and other vegetation that are important to the life cycle of West Coast monarch butterflies. It also brought out the gentler side of some of the prisoners. “They were very worried that they were going to harm the butterflies, ”James says. Watching the monarch change their form also touched the men. “This butterfly changed, ” James recalls prisoners telling him, “and maybe we can too. ”
1. What was hard for David to do in his study?| A．Gain financial support. | B．Hire qualified workers. |
| C．Build a new laboratory. | D．Find enough monarchs. |
| A．To guarantee their safety. |
| B．To enable them to fly longer distances. |
| C．To track their travel routes. |
| D．To distinguish them from other species. |
| A．The patience the butterflies showed. |
| B．The hardship the butterflies underwent. |
| C．The transformation of the butterflies. |
| D．The devotion of James to the butterflies. |
| A．The impact of the research. |
| B．The findings of James’ study. |
| C．The release of the prisoners. |
| D．The life cycle of the butterflies. |
