1 . Climate change causes tens of billions of dollars in economic damage in the United States every year. Climate change is expensive, deadly but preventable, according to the new National Climate Assessment, the most sweeping, sophisticated federal analysis of climate change compiled to date.
“Climate change affects us all, but it doesn’t affect us all equally,” says climate scientist Katharine Hayhoe, one of the authors of the assessment.
“The research indicates that people with lower income have more trouble adapting to climate change, because adaptation comes at a cost,” says Solomon Hsiang, a climate economist at the University of California.
For example, one of the simplest ways to adapt to severe heat waves is to run your air conditioner more. But “if people can’t pay for it, then they can’t protect themselves,” explains Hsiang.
Weather-related disasters in the U. S. cause about $150 billion each year in direct losses, according to the report. That’s a lot of money and it’s only expected to go up as the Earth gets hotter. And the hotter it gets, the more profound the economic harm. Twice as much planetary warming leads to more than twice as much economic harm, the assessment warns.
But it also points out many successful efforts underway to adapt to the new reality and to prevent worse outcomes. “It’s not the message that if we don’t hit 1.5 degrees, we’re all going to die,” says Hayhoe. “It’s the message that everything we do matters. Every 10th of a degree of warming we avoid, there’s a benefit to that.”
There’s been a slight shift in the report’s perspective since the last one, says Candis Callison, a sociologist and author of the report. There’s now a clear acknowledgement, development, developed through years of rigorous research, that the fossil fuel-powered society the U. S. built over generations was profoundly unjust. “Climate change actually provides us with an opportunity to address some of those inequities (不公平) and injustices — and to respond to these impacts,” Callison says. “That’s really a powerful thing.”
1. What do Katharine Hayhoe and Solomon Hsiang stress about climate change?| A．It results in lower income. | B．It leads to new unfairness. |
| C．It needs immediate action. | D．It causes economic damage. |
| A．Heat waves can be easily defeated. | B．Climate change leads to serious heat. |
| C．Adapting to climate change is time-consuming. | D．Dealing with climate change is expensive. |
| A．The potential risks of the new reality. | B．The consequences of not hitting 1.5 degrees. |
| C．The value of each small effort underway. | D．The achievements we have made. |
| A．Optimistic. | B．Doubtful. | C．Worried. | D．Uncaring. |
In July 1971, I was taking a summer class in literature on the campus of SUNY Oneonta in upstate New York. Professor James walked into the classroom and announced that he had invited a special guest to class, but his guest had been delayed.
“Who’s coming?” someone asked.
“Alex Haley, who is the author of one of the books you have read for this class,” he said. “I need a volunteer to meet him in the lobby of the administration building and accompany him here.”
To my amazement, my right hand shot up as though it had a mind of its own. What was I doing? I wondered. I never volunteered for anything.
“Thank you, David,” Professor James said. “You’d better leave now. He’ll be arriving any minute.”
As I walked across campus, my anxiety grew as the massive administration building appeared ahead. I feared that I was about to embarrass myself in front of this famous gentleman by asking stupid questions. I reached the front steps and climbed them slowly.
As I pulled open the heavy glass door, I realized why I instinctively raised my hand to volunteer for this job. This man was what I wanted to be: a writer. He was living my dream. I could learn from him. I paced back and forth across the polished lobby floor until a black man with a briefcase entered the building. He stopped and scanned the lobby. His gaze fell on me.
I approached him and confirmed he was Mr. Haley. We shook hands and then began our walk across campus. I was struck by how approachable this man was. My fear was replaced by curiosity and purpose.
“Do you mind if I ask you a question?” I said. “No. Not at all,” he said.
“I’d like to become a writer, but I don’t know if I have the talent,” I said. “How did you discover that you had a gift for writing?”
注意；1.续写词数应为150个左右；2.请按如下格式在答题卡的相应位置作答。
Mr. Haley laughed and said, “I didn’t. And I don’t.”
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________After communicating with Alex Haley, I no longer cared whether I had the “gift”.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________When I was in middle school, my family moved to Seattle, where my parents started their new business — a small grocery store downstairs my house. As a girl of shy and reserved nature, I had to take a fresh start to fit into the sophisticated city life.
One sunny day, my school announced an exciting event, a talent show for the local food bank. Students were encouraged to showcase their unique talents in front of the public in the city hall on National Day. A buzz of excitement fed the school as everyone began preparing for the big day. Deep down, I felt a spark of curiosity and a desire to participate. However, my self-doubt held me back, “I don’t have any special skills to share.”
Days turned into weeks, and the talent show drew closer. I couldn’t shake the upsetting feeling until one day, Emma, one of the most popular girls in my class, came to me while I was helping in the grocery store after class. “How about singing together in the talent show?” She grinned, “I heard you singing a tune, along the way back home. I can’t help following you here.” Gosh, I couldn’t believe my ears. Emma, with personality and popularity, acknowledged my little talent. Since Emma had the world’s prettiest voice, I felt like being favoured by fortune.
“You two? The talent show for the food bank?” My mum bent towards us and her face lit up. “A big occasion.” Then a light bulb seemed to go in her head. “Why not practise right now upstairs? I bet you’ll be a perfect match.” Winking at us, she seemed to know we were thinking alike.
Emma and I embarked on rehearsing almost every single day after school. We brainstormed, exchanged ideas and rehearsed the scene. As the days rolled by, I was feeling pretty good about our act. But the day before the performance, Emma called that she had an acute stomachache and was not in any shape to perform.
注意：1.所续写短文的词数应为150左右；
2.请按如下格式在答题卡的相应位置作答。
Paragraph 1:
I was completely knocked out by the news.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Paragraph 2:
Finally came the big moment.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________4 . Imagine you need milk, so you go to the grocery store to pick some up, only to find there are dozens of options. These days, you have to make a decision on not only the percentage of fat you want, but also what source you want your milk to be coming from: cows, soybeans... You have no idea what milk to pick. There are so many choices that you are confused.
This phenomenon is known as the paradox (悖论) of choice and it is becoming a concern in the modern world, where more and more options are becoming easily available to us. While we might believe that being presented with multiple options actually makes it easier to choose one that we are happy with, and thus increases consumer satisfaction, having too many options actually requires more effort to make a decision and can leave us feeling unsatisfied with our choice.
The idea was popularized by American psychologist Barry Schwartz when he published his book, The Paradox of Choice: Why More Is Less. Schwartz, who has long studied the ways in which economics and psychology intersect (交叉), became interested in seeing the way that choices were affecting the happiness of citizens in Western societies. He identified that the range of choices that we have available to us these days is far greater than that people had in the past; however, consumer satisfaction has not increased as much as traditional economics theories might expect.
Schwartz identified that the paradox of choice carries the most consequence for people that are maximizers. Maximizers, unlike satisficers, are concerned with making the best choice instead of simply making a choice that they are happy with. When there are many options available to maximizers, it becomes harder for them to determine which is the best, which can cause them to feel a great deal of regret after they have made a choice.
Instead of believing that freedom of choice is unlimited, Schwartz advocates that the role of psychology and behavioral economics should be to find the kind of limitations on freedom that can lead to the greatest level of happiness within society.
1. What’s the author’s purpose in mentioning buying milk in paragraph 1?| A．To lead in the topic. |
| B．To draw a conclusion. |
| C．To show that we have more choices when shopping. |
| D．To indicate that people pay greater attention to health when shopping. |
| A．More options mean less satisfaction. |
| B．Consumer satisfaction has greatly increased. |
| C．People are happy with more choices. |
| D．Modern people are happier than their ancestors. |
| A．They aim for the very best. | B．They tend to follow their feelings. |
| C．They often regret their decisions. | D．They have trouble making a decision. |
| A．Hold on to their beliefs. | B．Accept their own behavior. |
| C．Give up freedom. | D．Limit their own choices. |
Father’s Principle
It was in New Hampshire. Cody was an 11-year-old boy. Just like other boys, he enjoyed running around the lake, and sometimes picked yellow daisies for his mother’s kitchen table along the path. But the thing he liked best was fishing. He went fishing whenever he got a chance from the dock(船坞) at his family’s cabin on an island in the middle of the lake and he was proud of his fishing skills.
On the day before that year’s bass (鲈鱼) season opened, he and his father were fishing early in the evening, catching sunfish and perch with worms. Then he tied on a small silver lure (诱饵) and practiced casting. The lure struck the water, stirring up colored ripples in the sunset, and then silver ripples as the moon rose over the lake. It was an unusually quiet evening. The gentle breeze from the lake was so refreshing. After what seemed like a long time, Cody noticed his fishing pole doubled over, and he knew at once that something huge was on the other end. His father watched with admiration as the boy skillfully worked the fish alongside the dock.
Finally, he very carefully lifted the exhausted fish from the water. It was the largest one he had ever seen, but it was a bass.
The boy and his father looked at the handsome fish, gills playing back and forth in the moonlight. The father lit a match and looked at his watch. It was 10 p.m.—two hours before the season opened. He looked at the bass, then at Cody.
“You’ll have to put the fish back, son,” he said. “Dad!” cried the boy.
“There will be other fish back, son," said the boy’s father gently but firmly. “Not as big as this one,” cried the boy again.
续写要求
1．续写词数应为150左右；
2．请按如下格式在答题卡的相应位置作答。
Cody looked around. It was dark and quiet. And there was no one in sight.
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Do we do the right things when no one is looking?
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6 . While Huawei’s official website does not call Mate 60 Pro a 5G smartphone, the phone’s wideband capabilities are on par with other 5G smartphones, raising a related question: As a leader in 5G technology, has Huawei managed to develop a 5G smartphone on its own?
The answer is not simple. Huawei, as a pioneer in global 5G communication equipment, has played a leading role in the commercialization of 5G technology, with its strong system design and fields such as baseband chips (基带芯片), baseband processors and 5G modems.
However, basebands and modems are not the only aspects that define 5G wireless communication. The stability and high-quality signals of a 5G smartphone also depend on other critical components such as RF transceivers (射频收发器) and RF front ends and antennas (天线) . These components are largely dominated by four US high-tech giants—Qualcomm, Avago Technologies, Ansem and Qorvo—which account for a surprising global market share.
Huawei has faced significant challenges in getting critical components because of the sanctions imposed by the United States which are primarily responsible for the inability of the Chinese company to launch 5G smartphones in the past three years. However, Mate 60 Pro, despite not being labeled a 5G device, exhibits mobile network speeds comparable to Apple’s latest 5G-enabled devices, offering a stable communication experience. This suggests Huawei has, over the past three years, overcome the 5G development and production limits due to the US sanctions by cooperating with domestic partners, and establishing an independent and controllable stable supply chain.
Considering that Huawei has not explicitly marketed this device as a 5G smartphone, it is possible that it is yet to fully overcome some key core technological and componential shortcomings. For the time being, we can consider Huawei’s Mate 60 Pro as 4.99G. But when combined with the satellite communication capabilities of Mate 60 Pro, it is clear Huawei has been trying to find more advanced wireless communication solutions for smartphones and making significant progress in this attempt. This should be recognized as a remarkable endeavor, even a breakthrough.
1. What do the underlined words “on par with” mean in Paragraph 1?| A．as poor as. | B．as good as. | C．worse than. | D．better than. |
| A．Its system design and fields needed to be updated. |
| B．It only focused on the commercialization of 5G technology. |
| C．It was unwilling to cooperate with high-tech giants in America. |
| D．It lacked critical components mainly controlled by US high-tech giants. |
| A．The US sanctions. | B．Critical components. |
| C．Apple’s latest 5G-enabled devices. | D．Progress in Mate 60 Pro. |
| A．Huawei faced with significant challenges |
| B．Huawei’s Mate 60 Pro—a 5G smartphone |
| C．Huawei’s Mate 60 Pro—a remarkable breakthrough |
| D．Huawei leading in global 5G communication equipment |
7 . Mark Twain has been called the inventor of the American novel. And he surely deserves additional praise: the man who popularized the clever literary attack on racism.
I say clever because anti-slavery fiction had been the important part of the literature in the years before the Civil War. H. B. Stowe’s Uncle Tom’s Cabin is only the most famous example. These early stories dealt directly with slavery. With minor exceptions, Twain planted his attacks on slavery and prejudice into tales that were on the surface about something else entirely. He drew his readers into the argument by drawing them into the story.
Again and again, in the postwar years, Twain seemed forced to deal with the challenge of race. Consider the most controversial, at least today, of Twain’s novels, Adventures of Huckleberry Finn. Only a few books have been kicked off the shelves as often as Huckleberry Finn, Twain’s most widely read tale. Once upon a time, people hated the book because it struck them as rude. Twain himself wrote that those who banned the book considered the novel “trash and suitable only for the slums (贫民窟).” More recently the book has been attacked because of the character Jim, the escaped slave, and many occurrences of the word nigger. (The term Nigger Jim, for which the novel is often severely criticized, never appears in it. )
But the attacks were and are silly — and miss the point. The novel is strongly anti-slavery. Jim’s search through the slave states for the family from whom he has been forcibly parted is heroic. As J. Chadwick has pointed out, the character of Jim was a first in American fiction — a recognition that the slave had two personalities, “the voice of survival within a white slave culture and the voice of the individual: Jim, the father and the man.”
There is much more. Twain’s mystery novel Pudd’nhead Wilson stood as a challenge to the racial beliefs of even many of the liberals of his day. Written at a time when the accepted wisdom held Negroes to be inferior (低等的) to whites, especially in intelligence, Twain’s tale centered in part around two babies switched at birth. A slave gave birth to her master’s baby and, for fear that the child should be sold South, switched him for the master’s baby by his wife. The slave’s light-skinned child was taken to be white and grew up with both the attitudes and the education of the slave-holding class. The master’s wife’s baby was taken for black and grew up with the attitudes and intonations of the slave.
The point was difficult to miss: nurture (养育), not nature, was the key to social status. The features of the black man that provided the stuff of prejudice — manner of speech, for example — were, to Twain, indicative of nothing other than the conditioning that slavery forced on its victims.
Twain’s racial tone was not perfect. One is left uneasy, for example, by the lengthy passage in his autobiography about how much he loved what were called “nigger shows” in his youth — mostly with white men performing in black-face — and his delight in getting his mother to laugh at them. Yet there is no reason to think Twain saw the shows as representing reality. His frequent attacks on slavery and prejudice suggest his keen awareness that they did not.
Was Twain a racist? Asking the question in the 21st century is as wise as asking the same of Lincoln. If we read the words and attitudes of the past through the “wisdom” of the considered moral judgments of the present, we will find nothing but error. Lincoln, who believed the black man the inferior of the white, fought and won a war to free him. And Twain, raised in a slave state, briefly a soldier, and inventor of Jim, may have done more to anger the nation over racial injustice and awaken its collective conscience than any other novelist in the past century.
1. How do Twain’s novels on slavery differ from Stowe’s?| A．Twain was more willing to deal with racism. |
| B．Twain was openly concerned with racism. |
| C．Twain’s themes seemed to agree with the plots. |
| D．Twain’s attack on racism was much less open. |
| A．Jim grew up into a man and a father in the white culture. |
| B．The slave’s voice was first heard in American novels. |
| C．Twain suspected that the slaves were less intelligent. |
| D．Jim’s search for his family was described in detail. |
| A．The attacks. | B．The shows. | C．White men. | D．Slavery and prejudice. |
| A．Twain’s works had been banned on unreasonable grounds. |
| B．Twain’s works should be read from a historical point of view. |
| C．Twain was an admirable figure comparable to Abraham Lincoln. |
| D．Twain had done more than his contemporary writers to attack racism. |
8 . The growth mindset is the belief that intellectual abilities can be developed and are not fixed, which have received a great deal of attention in schools and among researchers.
According to a study, a teacher’s growth mindset acts as a “support” that can draw out a student's growth mindset at the very beginning and make it maintainable and actionable in the classroom. These teachers may convey how, in their classes, mistakes are learning opportunities, not signs of low ability, and back up this view with assignments and evaluations that reward continual improvement. This could encourage a student to continue acting on their growth mindset.
The study analyzed data from the National Study of Learning Mindset, which was an intervention experiment conducted with a sample of ninth-grade students’ math grades. The present focus on math grades is motivated by the fact that students tend to find math challenging and anxiety inducing, and therefore, a growth mindset might help students face those challenges productively.
In the study, researchers show that the positive effect of a short growth-mindset intervention on ninth-grade students’ math grades was concentrated among students whose teachers themselves had growth mindset. They also found that baseline students — serve as a benchmark (基准点) for comparing and evaluating the progress of other students — who reported more fixed mindset in classrooms showed a significantly positive effect on math grades.
Successfully teaching a growth mindset to students lifted math grades overall, but this was not enough for all students to reap the benefits of a growth-mindset intervention. Supportive classroom contexts also mattered.Students who were in classrooms with teachers who approved of more of a fixed mindset did not show gains in their math grades over ninth grade, whereas the same kind of students in classrooms with more growth-mind set teachers showed meaningful gains.
In general, they view the testing and understanding of the causal effect of teacher mindset as the next step for mindset science. Such research will be challenging to carry out, however.
1. What is the second paragraph mainly about?| A．How a student's growth-mindset is inspired. |
| B．Why a teacher's growth mindset is important. |
| C．How mistakes turn into learning opportunities. |
| D．Why a student continues acting on growth mindset. |
| A．Students were unable to overcome maths challenge. |
| B．The positive effect was concentrated on all students. |
| C．The sample size of the experiment was insufficient. |
| D．Students at baseline were influenced considerably. |
| A．has an influence on the effectiveness |
| B．is determined by supportive classroom |
| C．always brings meaningful gains to students |
| D．plays a decisive role in students' significant gains |
| A．The Academic Performance: The Influence of Students’ Mindset |
| B．Students’ Learning Motivation: The Impact of Teachers’ Mindset |
| C．Encouraging a Growth Mindset: The Role of Teachers |
| D．Fixed and Growth Mindset: Their Relationship and Impact |
I was eight years old when I first experienced the feeling of guilt. Then I had three close friends, David, Kyle and Richard, and I could rely on them for anything. We did everything together, from playing four square and handball at break, to eating lunch at our own spot. We hung out every second we could.
It was a Wednesday at school, and that morning I didn’t have breakfast. My stomach growled (咆哮) every 10 minutes louder and louder. I felt like the whole class could hear my stomach. I constantly stared at the clock go tick tock, tick tock for hours. As soon as the bell rang for lunch, our teacher led the line to the dining hall, but when I checked my pockets to see if I brought my money, I only had a dollar. I was angry that I left my money at home and desperate to have lunch. So, I quickly asked my teacher to use the restroom, ran up the stairs to see all the backpacks hung up against the wall and saw my friend Richard’s bag.
I looked around to see if anyone was near and found no one was in sight. As I opened the bag and saw a whole bag of coins, I decided to take eight of them. Then I bought my lunch and carried on through the day like nothing had happened.
When school was over, Jamba Juice came to sell smoothies (冰沙). I had totally forgotten once a month on Wednesdays Jamba Juice would sell smoothies for five dollars. I was already satisfied with the lunch, and didn’t even bother caring for a smoothie. Everyone wanted a smoothie and the whole school and their parents were in the line waiting.
注意：
1. 续写词数应为150个左右；
2. 请按如下格式在答题卡的相应位置作答。
I walked with my friends to the line.
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I didn’t have enough sleep that night.
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10 . Girls are better at reading and writing than boys as early as fourth grade, according to a study, and the gap continues to widen until senior year.
Scientists generally agree that boys and girls are psychologically more alike than they are different. But reading seems to be a(n)
David Reilly, lead author of the study, said the study
Factors explaining the results could include learning
To investigate how
| A．distinction | B．exception | C．objection | D．limitation |
| A．pattern | B．standard | C．circumstance | D．feature |
| A．strategy | B．signal | C．sign | D．evidence |
| A．confirmed | B．represented | C．questioned | D．introduced |
| A．underestimated | B．overemphasized | C．underrepresented | D．justified |
| A．increasing | B．promoting | C．accepting | D．reducing |
| A．objectives | B．drills | C．difficulties | D．advantages |
| A．contributions | B．differences | C．communications | D．similarities |
| A．literacy | B．literary | C．academic | D．cognitive |
| A．pulled down | B．settled down | C．turned down | D．broke down |
| A．granted | B．measured | C．designed | D．engineered |
| A．Likewise | B．Overall | C．However | D．Besides |
| A．overtake | B．discourage | C．parallel | D．distinguish |
| A．psychological | B．emotional | C．behavioral | D．mental |
| A．in line with | B．at the mercy of | C．on account of | D．in favor of |
