1 . I’d just arrived at school, ready for another school day. I was reading a book in the classroom when there was an
At 1:10, there was a
I entered the room and the teachers made me say some lines from the musical. They then
Soon, the cast list was
After two months we were all prepared and ready to go on stage. It was fun. And when people started
A.assignment | B.initiative | C.announcement | D.interview |
A.hesitancy | B.interest | C.worry | D.regret |
A.game | B.show | C.play | D.line |
A.suddenly | B.continuously | C.originally | D.generally |
A.advertised | B.tested | C.challenged | D.polished |
A.demand | B.credit | C.dream | D.chance |
A.traded | B.posted | C.questioned | D.claimed |
A.well up | B.roll in | C.stand out | D.go off |
A.whispering | B.arguing | C.clapping | D.stretching |
A.funnier | B.fairer | C.cleverer | D.braver |
On April 5, 2024, John Tinniswood
One day, I saw a boy walking along George Street with an armful of books. I thought
Growing up, I idealised independence. I always wanted my own efforts to be enough. When I decided to pursue a postgraduate degree, I wanted to develop a novel research programme and quickly establish myself as an independent scientist. But I was unrealistically optimistic about what I could achieve.
As I began designing experiments, my committee members warned me about the challenges I would face. But my need for independence drove me to push forward with my research plan. As a result, the first four years of my postgraduate career were defined by a series of failures.
During my second year, I failed my comprehensive exam because my proposal was unclear. During my third year, I discovered that after treating thousands of seeds, I obtained just one plant I could use for experiments. By my fourth year, my desperation to succeed overshadowed my desire for independence.
My adviser and I devised (想出) a somewhat unusual solution: I would spend three months in a collaborating (合作的) lab to obtain specialised training. I worked extensively with other students, constantly asked questions, and helped with ongoing projects to learn everything I could. Finally, I conducted an elegant experiment that would not have been possible without the help of the members in the lab.
My adviser saw this experience as a groundbreaking success, emphasising the collaborating skills I acquired. A few months later, when I repeated the experiment in my home lab, I produced more publishable data. By learning when to ask for help, I eventually found myself on the way to becoming an independent scientist.
1. In the beginning, what drove the author to push forward with the research plan?2. What was the solution by the adviser and the author after those repeated failures?
3. Please decide which part is false in the following statement, then underline it and explain why.
> The adviser considered the author’s experience in the lab a groundbreaking success because publishable data had been produced.
4. From this story, what can you learn about “independence”? (In about 40 words)
Slowing down can contribute significantly to personal growth. Taking the time
6 . The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week. Students record short entries after each partner meeting noting the language skills practised and the topics discussed. Each pair of students meets three times throughout the term with a teacher who decides if the exchange is effective. Students who successfully complete the programme will receive one credit each.
Requirements for completion:
•One welcoming session on the second Friday of the term
•18 weekly one-hour pair meetings
•Weekly progress reports for all pair meetings
•At least three pair-teacher meetings
•One five-minute final video
Sign up!
The sign-up and registration process is as follows:
•Students sign up and indicate the languages they can share and languages they are interested in learning.
•Based on the information entered by each student, potential pairs are identified.
•Proficiency (熟练) levels are confirmed through coursework or placement tests.
•Once a pair has been determined to be suitable, the students will be contacted individually with a special permission number to register for the programme.
Reminders:
Signing up for the programme does not automatically mean that you will be able to register and participate. Pairs are matched by languages of interest and proficiency levels. Since there are many factors involved in the pairing process, not all students who sign up will be matched with a partner and be able to register for the programme.
1. In the programme, students will _________.A.chair daily meetings | B.evaluate the exchange |
C.meet teachers each week | D.practise their language skills |
A.development tests | B.participate in pair meetings |
C.welcome new students | D.work on weekly videos |
A.Indicate their languages of interest. | B.Select their own coursework. |
C.Make individual contact. | D.Choose their partners. |
7 . When I was a little girl, I liked drawing, freely and joyously making marks on the walls at home. In primary school, I learned to write using chalks. Writing seemed to be another form of drawing. I shaped individual letters into repeating lines, which were abstract forms, delightful but meaningless patterns.
In secondary school, art was my favourite subject. Since I loved it so much I thought I was good at it. For the art O-level exam I had to present an oil painting. I found it difficult, but still hoped to pass. I failed, with a low grade. I’d been over-confident. Now I’d been declared talentless.
But other channels of creativity stayed open: I went on writing poems and stories. Still, I went to exhibitions often. I continued my habitual drawing, which I now characterised as childish doodling (乱画). In my 30s, I made painter friends and learned new ways of looking at art. However, I couldn’t let myself have a go at actually doing it. Though these new friends were abstract painters using oil paints, or were printmakers or sculptors, I took oil painting as the taboo (禁忌) high form I wasn’t allowed to practice.
One night, in my early 40s, I dreamed that a big woman in red approached me, handed me a bag of paints, and told me to start painting. The dream felt so authoritative that it shook me. It was a form of energy, giving me back something I’d lost. Accordingly, I started by experimenting with water colours. Finally, I bought some oil paints.Although I have enjoyed breaking my decades-long taboo about working with oil paints, I have discovered I now prefer chalks and ink. I let my line drawings turn into cartoons I send to friends. It all feels free and easy. Un-anxious. This time around, I can accept my limitations but keep going.
Becoming a successful painter calls for being resolute. I realised I was always afraid of wanting too much. That dream reminded me that those fears and desires could encourage me to take risks and make experiments.
1. How did the author feel about the result of the art exam?A.Scared. | B.Worried. | C.Discouraged. | D.Wronged. |
A.avoided oil painting practice | B.sought for a painting career |
C.fancied abstract painting | D.exhibited child paintings |
A.Confusing. | B.Empowering. |
C.Disturbing. | D.Entertaining. |
A.Actions speak louder than words. | B.Hard work is the mother of success. |
C.Dreams are the reflections of realities. | D.Creative activities involve being confident. |
8 . Franz Boas’s description of Inuit (因纽特人) life in the 19th century illustrates the probable moral code of early humans. Here, norms (规范) were unwritten and rarely expressed clearly, but were well understood and taken to heart. Dishonest and violent behaviours were disapproved of; leadership, marriage and interactions with other groups were loosely governed by traditions. Conflict was often resolved in musical battles. Because arguing angrily leads to chaos, it was strongly discouraged. With life in the unforgiving Northern Canada being so demanding, the Inuit’s practical approach to morality made good sense.
The similarity of moral virtues across cultures is striking, even though the relative ranking of the virtues may vary with a social group’s history and environment. Typically, cruelty and cheating are discouraged, while cooperation, humbleness and courage are praised. These universal norms far pre-date the concept of any moralising religion or written law. Instead, they are rooted in the similarity of basic human needs and our shared mechanisms for learning and problem solving. Our social instincts (本能) include the intense desire to belong. The approval of others is rewarding, while their disapproval is strongly disliked. These social emotions prepare our brains to shape our behaviour according to the norms and values of our family and our community. More generally, social instincts motivate us to learn how to behave in a socially complex world.
The mechanism involves a repurposed reward system originally used to develop habits important for self-care. Our brains use the system to acquire behavioural patterns regarding safe routes home, efficient food gathering and dangers to avoid. Good habits save time, energy and sometimes your life. Good social habits do something similar in a social context. We learn to tell the truth, even when lying is self-serving; we help a grandparent even when it is inconvenient. We acquire what we call a sense of right and wrong.
Social benefits are accompanied by social demands: we must get along, but not put up with too much. Hence self-discipline is advantageous. In humans, a greatly enlarged brain boosts self-control, just as it boosts problem-solving skills in the social as well as the physical world. These abilities are strengthened by our capacity for language, which allows social practices to develop in extremely unobvious ways.
1. What can be inferred about the forming of the Inuit’s moral code?A.Living conditions were the drive. | B.Unwritten rules were the target. |
C.Social tradition was the basis. | D.Honesty was the key. |
A.Inconveniences are the cause of telling lies. | B.Basic human needs lead to universal norms. |
C.Language capacity is limited by self-control. | D.Written laws have great influence on virtues. |
A.Virtues: Bridges Across Cultures | B.The Values of Self-discipline |
C.Brains: Walls Against Chaos | D.The Roots of Morality |
(1)建议投稿内容;
(2)就以上建议简要说明理由。
注意:(1)词数100左右;
(2)开头和结尾已给出,不计入总词数。
Dear Jim,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
10 . If you want to develop maximum credibility (可信性), is it better to be a hedgehog (刺猬) or a fox? According to Isaiah Berlin, the hedgehog knows one thing very well, and the fox knows a lot of things.
Is there a clear advantage of one style over the other? Hedgehog thinkers tend to answer yes.
The advantage that foxes have is that they are more likely to seek out new information from a broader range of sources, and are comfortable with uncertainty and new information.
So, which is better? The question can be answered in a foxy hedgehog style.
A.In other words, there are clear advantages for each. |
B.They are more likely to remember people’s mistakes. |
C.Hence, they have the advantage of clarity and confidence. |
D.But there can be a downside to concentration on one big thing. |
E.However, hedgehogs remain open to others’ reactions and inputs. |
F.When something is contradictory to their view, they don’t treat it as exceptional. |
G.They come down squarely on one side or the other and fully support their position. |