| A．aware | B．independent | C．critical | D．considerate |
— Really? ______!
| A．No problem | B．Have fun | C．Of course | D．Not yet |
3 . Humans are driving climate change. That means we can change our path.
Extend product lifespan (寿命).
Switch to electric cooking. Not only is gas-powered cooking releasing harmful chemicals into the environment, but it could be contributing to health problems for you if you’re cooking indoors.
Plant trees where you can. Trees can help control temperatures and improve air quality.
| A．Eat more sustainably |
| B．Fix what you have instead of replacing it |
| C．The time it gives you back this fall is an added bonus |
| D．As climate change causes temperatures in many areas to rise |
| E．Just make sure the plants you’re adding are approved for your area |
| F．Plus, research has shown some gas stoves can leak pollutants even when they’re off |
| G．While governments and businesses have a key role to play in addressing climate change |
4 . Street lights can change the amount and quality of sleep that pigeons (鸽子) get at night, affecting their energy in the morning. “More and more studies show how light pollution is affecting animal behavior,” said Anne Aulsebrook, a researcher from the University of Melbourne. “One of the most common and well-documented things light pollution seems to do is cause animals, particularly birds, to change the timing of their behavior.”
Aulsebrook said she chose pigeons because so much was already known about their sleep compared to other birds’, and plenty of them were in captivity (圈养) to study. They set up experiments exposing the birds to darkness one night, switching on the lights the next night and turning them off the following night.
Using sensors that recorded brain and muscle activity, the team found that the pigeons slept for about 10 hours with the lights off. With the lights on, their sleep dropped to about six hours. Quality of sleep was also affected. The pigeons didn’t seem to recover from the loss of rapid-eye movement sleep the night before, slept less intensely the following night and woke up more often. Comparing amber (琥珀色) light to white light, the team found the tone made no difference in sleep patterns.
“If we had to choose, I’d still go with warmer, amber colors,” she said. “The other simpler solution is to turn the lights off.” Other efforts to reduce light pollution include shielding (给……加防护罩) lights, directing them, dimming them or using sensors to turn them on only when people are around.
“More research needs to be done to understand the effects of sleep loss on birds,” Aulsebrook said. “We know that sleep is really important to humans. We experience how important sleep is when we don’t get enough of it,” she said. But there hasn’t been much research in this area on birds. “I think the next big step is looking at whether we can measure these costs of reproduction (繁殖) in these birds if they’re not getting enough sleep,” she said.
1. Which is a proven influence of light pollution on birds?| A．Making them more active. |
| B．Changing their biological clock. |
| C．Increasing their tendency to attack. |
| D．Improving their environmental adaptability. |
| A．There is a personal preference for them. |
| B．There’ll be easily available data on them. |
| C．They are the most commonly seen birds in life. |
| D．They have typical sleep patterns for research. |
| A．Lights’ influence on birds’ sleep varies from color to color. |
| B．Birds tend to be more nervous in the light conditions. |
| C．Lights do great harm to pigeons’ sleep. |
| D．Pigeons have an irregular sleeping habit. |
| A．Objective. | B．Doubtful. | C．Optimistic. | D．Subjective. |
5 . Breakthrough Junior Challenge
For students looking for a more creatively inspired and nontraditional competition, the Breakthrough Junior Challenge tasks students with creating a short video in which they explain a complex scientific idea.
Rules
•Students between the ages of 13 and 18 can participate.
•Your video must be two minutes or under. One participant is required to submit (提交) only one entry.
•Entries are limited to individuals only. Previous award holders are not allowed to participate
•Go to breakthrough junior challenge org to submit your application and video before June 25.
Judging
Participants also play an important role in the judging process. You must score at least five videos submitted by other participants. After that , the seventy-five top-scoring videos from the process will be reviewed by the Evaluation Panel (评审团) made up of top-class scholars and science leaders. Each of these videos will receive at least an additional five review s from the Evaluation Panel members. Lastly, the Selection Committee will review and score the top group of finalists determined by the Evaluation Panel and select five entries for final consideration. Besides, the competition invites Internet users to participate in its judging process. The top-scoring video in the Popular Vote will be added to this group for the final review.
Prizes
The total value of the prizes is $400,000. The winner will receive a $250,000 scholarship (奖学金) to leading universities, as well as a $100,000 grant to the winner’s school for the development of a science lab and a $50,000 award to a teacher of the winner’s choice
1. Which of the following students can compete in the challenge?| A．A 19-year-old science lover. | B．The winner of last year. |
| C．A team of high schoolers. | D．A first-am e participant aged 15. |
| A．Participants’ opinions are valued most | B．Both public and expert views are considered. |
| C．Five entries are chosen for the final review. | D．Experts’ scoring is involved in every round. |
| A．$400,000 | B．$250,000 | C．$100,000 | D．$50,000 |
6 . It takes eight hours and $250, 000 to get to what remains of the RMS Titanic. On Sunday, five people got into the underwater craft Titan to make that journey. The craft lost contact only an hour and 45 minutes into the eight-day expedition. Later wreckage (残骸) was found matching that of the craft. Despite the danger of traveling some 12, 500 feet below the surface, this was an irresistible opportunity — very few people get to see the Titanic with their own eyes. Actually, dives to the Titanic have been around for more than 20 years.
It wasn’t until 1985 that an expedition led by Robert Ballard and Jean-Louis Michel discovered the Titanic’s final resting place. In July 1986, Ballard placed a memorial on the ship, asking that the site be left undisturbed in memory of the more than 1, 500 people who died there.
But that didn’t happen. Instead, competition over who would be allowed to salvage (打捞) artifacts (文物) from the ship heated up. In part, it was an effort to document and conserve the artifacts - but it was also a rush for profits from artifact sales and public displays.
In 1992, a federal court ruled that TVLP was the first and exclusive salvor of the Titanic. Now known as RMS Titanic Inc. , the company has conducted eight expeditions to the Titanic, and has sold more than 5, 000 objects taken from the site, including jewelry.
While battles for visitation and salvage rights were fought in court, expeditions to the Titanic continued, giving rise to a small but pricey tourist market. Multiple companies offered public tours to explore the Titanic wreck, with prices ranging from $32, 500 to $105, 129 per person over the years. The Titanic was damaged significantly upon impact with the seabed, and slowly, iron-eating bacteria are consuming what remains. In 2019, a dive confirmed huge portions of the ship were collapsing. Today the surrounding site is littered with trash. Visitors have also littered the area with memorials. Attempts to protect the wreck are ongoing. In 2020, the United Kingdom and the United States agreed to work together to grant or deny licenses to people entering and taking artifacts from the site.
1. What is the main idea of the first paragraph?| A．How people explored the Titanic | B．The danger of diving to the Titanic. |
| C．People’s strong interest in the Titanic | D．The details of Titanic expedition. |
| A．To mark the ship for further research. | B．To honor his dead teammates. |
| C．To celebrate his achievement. | D．To protect the ship’s remains. |
| A．Scientific exploration | B．Historical research |
| C．Economic interest | D．Technological development |
| A．It is being restored | B．It is being moved to a new place. |
| C．It is preserved in a museum. | D．It is under united protection. |
| A．in which to play | B．to play with | C．to play | D．where to play in |
8 . The waves were clean and curling one day about ten years ago when surfer Will Rose stepped into the water at Ocean Beach in San Diego, California. Rose was an experienced surfer then in his mid-20s. Midway through his session, he spotted a young surfer, perhaps 10 years old, who’d lost his board and was struggling in a powerful rip current (离岸流). Rose paddled over as the boy was carried underneath a long pier (码头) and s wept rapidly out to sea.
“It was one of the craziest rip currents I’ve ever seen,” Rose recalls.
He traded places with the boy, handing over his board and pushing the younger surfer towards the shore in a breaking wave. Rose held onto a pier pile tightly in the fast-flowing water as a lifeguard hurried over on his own board before helping him back to the beach.
Rose’s act of heroism, new research suggests, is a surprisingly common one for surfers. In a recent survey conducted in New Zealand, scientists found that throughout their lives, surfers reportedly rescue an average of three people who are drowning (溺死) or otherwise struggling in the water. The findings cast new light on the role of surfers: as largely overlooked guardians of the beach.
The study was conducted by Jamie Mead, then a graduate student at Auckland University of Technology in New Zealand. It began with an online survey of 418 surfers from across New Zealand. Processing the responses, Mead found that these surfers were claiming to have participated in a total of 1,274 rescues, including 296 times when they felt they’d saved a person’s life. Of these rescues, 73 percent took place on beaches without lifeguards present. It showed the crucial role surfers have played in protecting beach goers.
The survey responses also show that in nearly nine out of ten rescues, the people the surfers helped required no further treatment after the incident, and probably left no official record or report of the event.
“We need to get surfers the praise they deserve.” Mead says. The research, Mead writes in his paper, suggests that organizations involved in drowning prevention, “Should work closely with surfing communities on ways to reduce deaths at coastal beaches?”
1. What did Will Rose do when he saw the struggling young boy?| A．He ignored the boy. | B．He called for help from a nearby lifeguard. |
| C．He helped the boy escape the danger. | D．He helped the boy find his lost surfboard. |
| A．To highlight the dangers of rip currents. |
| B．To show the bravery and skills of experienced surfers. |
| C．To stress the potential dangers faced by young surfers. |
| D．To exhibit a typical rescue example by experienced surfers. |
| A．The findings of Jamie Mead’s study. | B．The purpose of Jamie Mead’s study. |
| C．Jamie Mead’s comments on surfers. | D．Jamie Mead’s advice on drowning prevention. |
| A．Surfers deserve public praise. |
| B．Increased lifeguard coverage is needed. |
| C．Beaches are safe with both surfers and lifeguards present. |
| D．Drowning prevention efforts need to involve surfing communities. |
9 . I was enjoying the summer when I was a middle school student. I got
Suddenly I came to believe I couldn't
However, the disease was much more serious than the doctor
As the days went by, my thought of going to college didn't
It took me three years not only to
| A．fancy | B．brief | C．extra | D．horrible |
| A．achieved | B．talked | C．respected | D．identified |
| A．give in | B．try out | C．check in | D．work out |
| A．Gradually | B．Usually | C．Luckily | D．Frankly |
| A．creative | B．official | C．joyful | D．familiar |
| A．proved | B．assumed | C．ensured | D．defined |
| A．customs | B．results | C．puzzles | D．functions |
| A．equipment | B．privacy | C．capability | D．limitation |
| A．disappear | B．occur | C．update | D．figure |
| A．recovery | B．hearing | C．walking | D．pressure |
| A．conversation | B．belief | C．phenomenon | D．promise |
| A．came up with | B．took advantage of | C．broke away from | D．gave way to |
| A．establish | B．start | C．quote | D．complete |
| A．profit | B．disease | C．target | D．wellness |
| A．upset | B．ordinary | C．satisfied | D．confident |
10 . Surf Camp Overview
Take advantage of this opportunity to surf the best waves of the Christchurch surf region while you receive in-depth surf coaching.
The Kaikoura coast will be our target destination. Everything is designed for the average surfer who may have started later than they would have liked. It’s about fun and new surfing experiences. You will improve your surfing by theory sessions, land-based simulations (模拟) video coaching and tips on mindset.
Day 1: We will meet as a group in Christchurch around 10 am, load up the van (小型货车) with our surfboards and equipment and head for Kaikoura. We will get to know each other, I’ll figure out where your surfing is at and we’ll hopefully fit two sessions in once at our destination.
Day 2-4: Three full days of continuous surfing and coaching. In between sessions we’ll check videos and go through theory lessons while calming down. We can also check out local attractions and good food spots etc.
Day 5: We’ll fit in a couple of surf sessions before heading back to Christchurch Airport around 2 pm.
By attending the Christchurch surf camp you will come away with the skills and confidence to move gradually in the direction of your surfing goals. I hope you’ll feel a sense of possibility that you can learn some new skills. You’ll also get:
● video footage (片段) from all your surf sessions
● downloads of all the material from the theory sessions
● a relaxing positive time with like-minded people
1. Who are the camp targeted at?| A．Professional athletes. | B．Unskilled surfers. |
| C．Surf lifeguards. | D．Surf coaches. |
| A．Select proper surfboards. | B．Visit local attractions. |
| C．Receive skill check. | D．Watch video lessons. |
| A．Resources and skills. | B．Medals and certificates. |
| C．Tickets and additional training. | D．Individual tutoring and online classes. |
