1 . 听下面一段独白，回答以下小题。
1. Why did the speaker go on the tour?

A．It was the prize of a competition.

B．John asked her to go with him.

C．It was her travel plan.

2. What did the speaker dislike about the hotel?

A．The drinks.

B．The food.

C．The waiters.

3. What did the speaker think of the trip to the museum?

A．Disappointing.

B．Amazing.

C．Terrible.

4. What did the speaker do in the second week?

A．She rode an elephant.

B．She went to the mountains.

C．She relaxed in the hotel.

2 . 听下面一段较长对话，回答以下小题。
1. What are the speakers doing?

A．Discussing their schedule.

B．Packing for a journey.

C．Deciding on a present.

2. What does Jacques like doing?

A．Swimming.

B．Playing basketball.

C．Reading books on modern art.

3. What will the speakers most probably do next?

A．Find a basketball.

B．Leave home.

C．Call a taxi.

3 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

Word came that the annual school sports meet would take place next Friday through Saturday. At the exciting news, the whole class burst into cheers. Without any hesitation, we set about making     1     (arrange) for the grand gala for us students.

With the sports meet approaching, we could hardly concentrate on our daily routine. Every day, we spent much of our spare time     2     (talk) about the weather for fear that the sports meet might be postponed again. Then finally came the big day, when the sports meet was held as     3     (schedule). The sports meet was pretty impressive. One of the highlights     4     (be) the parade before the start of the race. Students were marching past the podium with slogans high up in their hands, while spectators were screaming    5    (crazy). Shortly after the parade was over, the race started. Well known for running in junior high school, I     6     (recommend) to enter for the 3000-meter running race, representing my class.

Time was ticking away. Before I knew it, it was my turn to step onto the track. But all of     7    sudden, I felt a bit panicky. As I hadn’t received any training recently, I puffed and panted halfway. I was about     8     (quit) when my classmates cheered me on all the way. Anyway, I made it to the finishing line. Unable to earn a single point for my class, I was     9    low spirits. However, my friends came over and encouraged me to cheer up. It was their encouragement    10    helped heal the pain of failure.

Now two weeks have passed, but the memory still stay fresh in my mind. Disappointed as I am, I never regret taking part in the race. After all, being part of the sports meet is what I really care about.

4 . Environmental Books For Kids

City Green, by DyAnne DiSalvo-Ryan (1994)

It is a great book on how anyone can take action and make a difference. In it, Marcy, a young girl, wants to plant a garden in the vacant lot(空地) of her city block. The book describes every step of building a community garden for everyone to share. It comes with a handy guide on how you can start your own community garden!

Kate, Who Tamed the Wind, by Liz Garton Scanlon (2018)

This book is a wonderful story of problem-solving and perseverance (坚持不懈), as it tells the story of a young girl who decides to stop the wild wind from blowing by planting trees. It is a great read explaining the important role of trees in our lives and the planet as well as the importance of nature-based solutions.

We Are Water Protectors, by Carole Lindstrom (2020)

If you want to learn more about native people and the importance of protecting water, this is the book for you. It is a story of a young girl who stands up for environmental justice (正义) and becomes an activist who fights to protect the world from pollution.

Pangolina, by Jane Goodall (2021)

A pangolin is to be unlawfully sold at the market. Luckily for her, a little girl, who knows that pangolins are friendly animals with feelings just like humans, asks her mother to buy Pangolina and set her free. If you love animals and you want to learn more about the problems of wildlife traffic as well as the importance of protecting endangered animals, this wonderful book is a good choice.

1. Which book would you recommend to someone interested in gardening?

A．City Green.	B．Pangolina.
C．We Are Water Protectors.	D．Kate, Who Tamed the Wind.

2. When was the book covering native people’s movement printed?

A．In 1994

B．In 2018.

C．In 2020.

D．In 2021.

3. Who wrote the book about saving animals?

A．DyAnne DiSalvo-Ryan.	B．Liz Garton Scanlon.
C．Carole Lindstrom.	D．Jane Goodall.

5 . A gene variant (变体) that causes the “alcohol flush (脸红)” reaction increases the risk of heart disease by causing inflammation of blood vessels (脉管), especially in drinkers. Around 8 percent of the world’s populations has a gene variant called ALDH2*2 that impairs the body’s ability to break down alcohol and causes unpleasant symptoms such as flushing soon after people drink. Now, researchers have shown why this change also raises the risk of heart disease.

“We are trying to understand why ALDH2*2 is associated with a higher risk of coronary arte (冠状动脉) disease at a cellular (细胞的) level,” says Hongchao Guo at Stanford University in California.

The ALDH2*2 gene encodes one version of the enzyme (酵素) alcohol dehydrogenase (脱氢酶), which breaks down the toxic acetaldehydes (乙醛) produced when alcohol is metabolized (代谢), and also mops up other harmful substances known as free radicals.

The gene variant also impairs the growth of new blood vessels. “That means that when there is a heart attack, when there is a need of blood vessel growth, carriers have less ability to generate new blood vessels,” says Guo.

The team found that an existing diabetes (糖尿病) drug called empagliflozin may reduce these harmful effects in people with ALDH2*2 who drink a lot of alcohol. But for Wu, the take-home message is clear. “If you’re missing this enzyme, try not to drink,” he says. “If you drink consistently, you are at much higher risk of heart disease, hypertension, diabetes and cancer.”

Given its many negative consequences, there has been debate about why this change spread and became common, today being found in more than a third of people of cast Asian origin.

“My only explanation is that if you are missing this enzyme, you tend to drink less and there’s therefore less chance of you becoming alcoholic,” says Wu.

1. Which of the following may be caused by “alcohol flush”?

A．Heart disease and high blood pressure.	B．A gene variant called ALDH2*2.
C．Inflammation of blood vessels.	D．Diabetes and cancer.

2. Which of the following statement may Wu support?

A．Exiting diabetes drug can help people witALDH2*2.

B．People with ALDH2*2 shouldn’t drink alcohol.

C．People with ALDH2*2 have less chance of becoming alcoholic.

D．Drinking alcohol can bring about diabetes and cancer.

3. What can we learn from the passage?

A．Diabetes drug can free people with ALDH2*2 of alcohol flush.

B．If you are missing this enzyme, you will easily become alcoholic.

C．People with ALDH2*2 tend to suffer from cancer.

D．More than a third of people of cast Asian origin may be affected by ALDH2*2.

4. What’s the purpose of the text?

A．To explain the impact of genetic variant causing the “alcohol flush”.

B．To introduce ways to stop drinking alcohol.

C．To introduce dangers of drinking alcohol.

D．To persuade people to get rid of drinking alcohol.

6 . Obese people experience discrimination (歧视) in many parts of their lives, and the workplace is no exception. Studies have long shown that obese workers, defined as those with a body-mass index (BMI) of 30 or more, earn significantly less than their slimmer co-workers.

Yet the costs of weight discrimination may be even greater than previously thought. “The overwhelming evidence,” wrote the Institute for employment Studies, “is that it is only women living with obesity who experience the obesity wage penalty (薪资损失).” They were expressing a view that is widely aired in academic papers. To test it, The Economist has analyzed data concerning 23,000 workers from the American Time Use Survey, conducted by the Bureau of Labour Statistics. Our number-processing suggests that, in fact, being obese hurts the earnings of both women and men.

The data we analyzed cover men and women aged between 25 and 54 and in full-time employment. At a general level, it is true that men’s BMIs are unrelated to their wages. But that changes for men with university degrees. For them, obesity is associated with a wage penalty of nearly 8%, even after accounting for the separate effects of age, race, graduate education and marital status.

The conclusion — that well-educated workers in particular are penalized for their weight — holds for both sexes. Moreover, the higher your level of education, the greater the penalty. We found that obese men with a Bachelor’s degree (学士学位) earn 5% less than their thinner colleagues, while those with a Master’s degree earn 14% less. Obese women, it is true, still have it worse: for them, the equivalent figures are 12% and 19%, respectively (分别地).

Your line of work makes a difference, too. When we dealt with the numbers for individual occupations and industries, we found the greatest differences in high-skilled jobs. Obese workers in health care, for example, make 11% less than their slimmer colleagues; those in management roles make roughly 9% less, on average. In sectors such as construction and agriculture, meanwhile, obesity is actually associated with higher wages.

These results suggest that the total costs of wage discrimination borne by overweight workers in America are greater than expected. Now, it’s time for our governments to take it seriously.

1. What does the underlined word “it” refer to in paragraph 2?

A．Obese men earn less salary.

B．Only obese women earn less salary.

C．Both obese men and women earn less salary.

D．Weight discrimination may be greater than previously thought.

2. Who may experience more discrimination compared to their colleagues according to the data?

A．A fat woman office director.

B．An obese construction worker.

C．An obese man with a bachelor’s degree.

D．A heavier female doctor with a Doctor’s degree.

3. What is the writer’s attitude of overweight discrimination?

A．Supportive

B．Objective

C．Subjective

D．indifferent

4. What might the author continue talking about?

A．Overweight discrimination in other countries.

B．The reason of discriminating obese people in their lives.

C．American people’s attitude towards overweight discrimination.

D．Actions taken against overweight discrimination in workplaces.

7 . 目前，越来越多的中学生使用电子词典笔来学英语。最近，你班同学就“Should students use electronic dictionary pens?”这一话题进行了讨论，大家对此看法不一。请你根据表格提示，用英语写一篇短文，介绍此次的讨论情况并表明自己的观点。

赞成(40%)的理由	1. 电子词典笔便于携带，查单词容易； 2. 功能多：可以纠正发音，练习听力等。
反对(60%)的理由	1. 电子词典笔有其它功能，导致学习分心； 2. 容易产生依赖性，不再下功夫记单词。
你的观点	……

注意：1. 词数120左右；
2. 可以适当增加细节，以使行文连贯。
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8 . 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

“We finally have the first look at our Milky Way black hole, Sagittarius A*,”an international team of astrophysicists(天文物理学家)and researchers from the Event Horizon Telescope team announced     1    (proud)on Thursday.

For years, the supermassive black hole in the dark center of the Milky Way galaxy     2    (study)——and eventually, it’s been captured(捕捉)in an image. The black hole is often referred to     3     Sgr A*. Its mass is about 4 million times     4     of the sun, and it’s about 27,000 light years from Earth.

What made capturing the image extra     5    (challenge)was the dynamic enyironment of Sgr A*, and the challenges of looking not only through the earth’s atmosphere     6     also through the gas clouds in the disk of the Milky Way galaxy towards the center. It took several years to refine the images.

“Although we cannot see the black hole     7    (it), because it is completely dark, glowing(发光的)gas around it reveals a telltale signature, a dark central region    8    (surround)by a bright ring-like structure,” the Event Horizon Telescope team said in its announcement.

The     9    (discover)comes three years after the Event Horizon Telescope Collaboration released the first-ever image of a black hole—but that work focused on     10     center of galaxy Messier 87, tens of millions of light-years away from Earth in the Virgo cluster of galaxies.

9 . Influential people have a great impact on everyone they encounter. Yet, they achieve this only because they exercise so much influence from inside, on themselves. Their focused pursuit of excellence is driven by five habits that you can follow and absorb until your influence expands (扩大):

1. They think for themselves.

Influential people aren’t affected by the latest trend or by public opinion.     1     They’re more than willing to change their mind according to facts, but they aren’t influenced by what other people think, only by what they know.

2. They welcome disagreement.

Influential people do not react emotionally to different opinions.     2     They’re humble (谦逊的) enough to know that they don’t know everything and that someone else might see something they missed. And if that person is right, they accept the idea wholeheartedly because they care more about the result than being right.

3. They are proactive (主动出击的).

Influential people don’t wait for things like new ideas and new technologies to find them; they seek those things out.     3     They see what’s coming because they intentionally look for it.

4. They respond rather than react.

If someone criticizes an influential person for making a mistake, or if someone else makes a mistake, influential people don’t react immediately and emotionally. They wait. They think.     4     Influential people know how important relationships are, and they won’t let an emotional overreaction harm theirs.

5. They believe.

    5     They believe in their power to achieve their dreams, and they believe others share that same power. They believe that nothing is out of reach.

A．Instead, they welcome them.

B．And then they deliver a proper response.

C．Influential people always expect the best.

D．They’re influential because they see what’s coming.

E．They form their opinions carefully, based on the facts.

F．They never believe that one person can change the world.

G．They fight back against these critics as hard as they could.

10 . A new study from researchers at the University of California, Los Angeles(UCLA)seems to suggest busy students listening to sped-up video lectures can actually understand a lot.

In the experiment, Alan Castel and a Dillon Murphy divided 231 undergraduate participants into four groups. Each group watched two video lectures: one about the Roman Empire and the other on real estate appraisals (房地产评估). The videos, at normal speed, ranged hetween13 and 15 minutes long. One group watched each video at its normal speed, the second watched them at 1.5 times normal speed, the third at double speed and the fourth at 2.5 times normal speed.

After each individual video, the participants were given a test made up of 20 questions to measure how well they remembered the information. The normal-speed group averaged 26 correct answers out of 40, and were closely followed by the 1.5-speed group and double-speed group, which each scored 25 out of 40. It wasn’t until participants watched the video at 2.5-speed that their performance on the test significantly dropped, to an average of 22 out of 40 questions answered correctly. A week later, when the same participants took new tests without rewatching the videos, the new scores saw the same order of decrease (降低).

The study suggests that, while sped-up videos did not improve student learning comprehension (理解力), they did not put them far behind, either —at least until the speed reached 2.5 times normal speed..

The increase in efficiency that students get from finishing a video in half the time could allow them to take more effective notes. “Students can spend the same amount of time studying, but in perhaps a better way,” Murphy said “That opens the door to the potential benefits of that additional study opportunity.”

The videos in the study were for subjects that can be explained in words pretty easily, Murphy explained, whereas students watching a difficult physics or chemistry lecture at high speeds might see different results. Further research on the same topic could provide details on how well students remember information offered at higher speeds when it comes to those kinds of more challenging topics, the researchers said.

1. Which best describes how the participants watched the two videos?

A．The first group watched videos at different speeds.

B．The second group watched the two videos twice.

C．The third group watched for less than 15 minutes.

D．The fourth group watched for more than 40 minutes.

2. What did the experiment show?

A．The normal-speed watchers did no better than other groups.

B．Sped-up videos sometimes affected only a little to the watchers.

C．There were great differences among the 4 groups in the testing result.

D．The content of the video made no difference in the experiment.

3. What is Murphy’s attitude to watching video lectures at higher speeds?

A．Critical.

B．Curious.

C．Doubtful.

D．Supportive.

4. What might the researchers at UCLA do in their future studies?

A．Give participants more difficult tests after they watch videos.

B．Observe the effects of watching videos at lower speeds.

C．Let participants watch videos of more complex topics.

D．Ask students from various majors to watch videos.