| A．take over | B．sell out | C．look for | D．break into |
| A．to have saved | B．saving | C．to save | D．having saved |
| A．care about | B．rely on | C．search for | D．stick to |
| A．will be playing | B．has played | C．are playing | D．would play |
| A．was eating | B．had eaten | C．was being eaten | D．had been eaten |
6 . “Lonely” is defined in the dictionary as “unhappy because you are alone or do not have anyone to talk to”. However, in my perspective, “being alone” can also be meaningful and enjoyable. In other words, “being alone” isn’t equivalent to “loneliness”. Actually, we can literally enjoy our time when staying alone.
Think of loneliness as the “tunnel phase” of our lives. It’s a time when we don’t have a group of friends around to keep us company; when we are away from the hustle and bustle (熙熙攘攘) of the outside world; when we get the chance to tune in to our inner monologue (独白); when we are given the time to recharge ourselves on our own so that we can focus entirely on ourselves. It is during these periods that, without being disturbed and distracted, we are able to discover the things we truly want from our lives. This process is like digging a tunnel, through which we improve ourselves, achieve our goals and get a jolt of power to prepare for the or darkness we may meet with in our future lives.
A distinguished figure skater (花滑冰运动员) once said in his interview that he often felt lonely, but the external environment would to some extent affect his mind and body, making it difficult for him to concentrate during his practice and performance, and thus he was actually willing to be alone and at times would rather be isolated from the world. This type of “loneliness” must be one of the reasons why he has been able to deliver so many elaborate and splendid performances throughout his career.
So don’t be frightened by the temporary void or unhappy feeling when you have to he alone. Instead, cherish and enjoy the sense of loneliness you get when you are completely free. Spend time with yourself.
We become more independent in loneliness. We grow stronger in loneliness. Most importantly, we find our complete selves in loneliness. When we learn to embrace the feeling of “loneliness” and enjoy the time in which there is no other, loneliness itself ceases to exist.
1. What’s the author’s opinion about “being alone”?| A．Being alone is as something shameful |
| B．Being alone means being lonely and helpless |
| C．There is no point in being alone. |
| D．We appreciate our time more when we are alone. |
| A．By providing examples. |
| B．By analyzing causes. |
| C．By making comparisons. |
| D．By listing figures. |
| A．To show athletes always feel lonely. |
| B．To demonstrate the factor of the success. |
| C．To indicate solitude (独处) is as important as practice. |
| D．To confirm the positive effect of “loneliness”. |
| A．Time spent with yourselves is more enjoyable than that with others. |
| B．People will always feel depressed when faced with being alone. |
| C．Loneliness can benefit us a lot in many aspects. |
| D．Loneliness can exist all the time, so we should change our attitude toward it. |
| A．To illustrate different opinions on staying alone. |
| B．To encourage people to learn to value and enjoy their time of loneliness. |
| C．To persuade people into staying away from others. |
| D．To offer some suggestions on how to spend time alone. |
1. 报告的时间、地点和主旨内容；
2. 座谈的参加人员和互动情况；
3. 此次活动的意义和同学们的收获。
要求：
1. 词数100个左右；
2. 可适当增加细节，以使行文连贯。
参考词汇：中国科学院院士 Academician of CAS
神舟飞船 Shenzhou spacecraft
航天社团 Aerospace Society
By Li Jin
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When I think of the hardest moments of my life, ironically many have turned out to be blessings. The most severe one was being pretty much kicked out of my. PhD program at the University of Georgia in 2016.
The program in Georgia turned out not to be the right fit for me despite my best efforts. The whole year was riddled with exhaustion, insecurity, fear, and exclusion. I was in therapy myself for most of the year to cope, and the only thing that made it tolerable was a lot of support from my family and friends.
I was utterly devastated when I went back home; it felt like my career was over. Fast forward to today, however, and I can see that getting driven out of the Georgia program was one of the best things that ever happened to me. In 2017, when I transferred to a doctoral program in San Diego, I began to thrive and now my business is doing exceptionally well. I am deeply grateful I studied in San Diego and happy that I didn’t stay in Georgia. It was great that I was driven out! As the saying goes, “What seems like good or bad news now can turn out to be the opposite in the future.”
Ironically, the research and writing training from the University of Georgia significantly helped me develop my academic, professional, and personal writing. I worked hard in Georgia and it paid off: The learning and growth I experienced were incomparable.
As my personal example demonstrates, life is a total rollercoaster. Every now and then you are able to discover a new high, a ceiling-breaking moment, whereas in other moments you may feel like you’re falling deeper and deeper into hell. While these experiences can be incredibly tough, they present us with valuable opportunities to trust life and cultivate personal growth and learning.
1. What was the author’s most severe moment of his life?(No more than 8 words)2. What’s the meaning of the underlined phrase in paragraph 2? (No more than 3 words)
3. What message does the author want to convey with his personal experience in the 3rd paragraph? (No more than 15 words)
4. Why did the author thank the University of Georgia? (No more than 10 words)
5. What will you do if you are in a dark moment? Please explain. (No more than 20 words)
9 . Teenagers are self-contradictory. That’s a mild and objective way of saying something that parents often express with considerably stronger language. But the-self-contradiction is scientific and personal. In adolescence, helpless and dependent children who have relied on grown-ups for just about everything become independent people who can take care of themselves and help each other. At the same time, once cheerful-and obedient children become rebellious teenage risk-takers.
A new study published in the journal Child Development, by Eveline Crone of the University of Leiden and colleagues, suggests that the positive and negative sides of teenagers go hand in hand. The study is part of a new wave of thinking about adolescence. For a long time, scientists and policy makers concentrated on the idea that teenagers were a problem that needed to be solved. The new work emphasizes that adolescence is a time of opportunity as well as risk.
The researchers studied “prosocial”(亲社会)and rebellious traits in more than 200 children and young adults, ranging from 11 to 28 years old. The participants filled out questionnaires about how often they did things that were selfless and positive, like sacrificing their own interests to help a friend, or rebellious and negative, like getting drunk or staying out late.
Other studies have shown that rebellious behavior increases as you become a teenager and then fades away as you grow older. But the new study shows that, interestingly, the same is true for prosocial behavior. Teenagers were more likely than younger children or adults to report that they did things like unselfishly help a friend.
Most significantly, there was a positive correlation between prosociality and rebelliousness. The teenagers who were more rebellious were also more likely to help others. The good and bad sides of adolescence seem to develop together. Is there some common factor that underlies these apparently contradictory developments? One idea is that teenage behavior is related to what researchers call “reward sensitivity.” Decision-making always involves balancing rewards and risks, benefits and costs. “Reward sensitivity” measures how much reward it takes to outweigh risk.
Teenagers are particularly sensitive to social rewards—winning the game, impressing a new friend, getting that boy to notice you. Reward sensitivity, like prosocial behavior and risk-taking, seems to go up in adolescence and then down again as we age. Somehow, when you hit 30, the chance that something exciting and new will happen at that party just doesn’t seem to outweigh the effort of getting up off the couch.
1. According to Paragraph 1, children growing into adolescence tend to .| A．see the world in an unreasonable way |
| B．develop opposite personality traits |
| C．have fond memories of their past |
| D．show affection for their parents |
| A．provides a new insight into adolescence |
| B．explores teenagers’ social responsibilities |
| C．examines teenagers’ emotional problems |
| D．highlights negative adolescent behavior |
| A．It results from the wish to cooperate. |
| B．It tends to peak in adolescence. |
| C．It is cultivated through education. |
| D．It is subject to family influence. |
| A．overstress their influence on others |
| B．become anxious about their future |
| C．endeavor to live a joyful life |
| D．care a lot about social recognition |
| A．Why teenagers are risk-sensitive. |
| B．How teenagers develop prosociality. |
| C．Why teenagers are self-contradictory. |
| D．How teenagers become independent. |
10 . In the first series of the BBC television comedy Flying Circus, broadcast in 1969, a man tells a slightly nervous woman on her doorstep that he would like to come into her house and steal a few things. Suspiciously, she asks him: “Are you an encyclopedia (《百科全书》) salesman?” No, he announces, he is a burglar. Eventually, she lets him in. Once inside, he says: “Mind you, I don’t know whether you’ve really considered owning a really fine set of modern encyclopedias…” The self-proclaimed thief was, after all, a successful encyclopedia salesman.
Author and journalist Simon Garfield quotes this comedy in his book, All the Knowledge in the World, his “history” of the encyclopedia. Garfield’s passion for encyclopedias began as a child in the 1960s and continues to this day. Although now, like everyone else, he searches for information online too, he asks at the end of the book “Is the information we receive today more or less reliable than the information we received in our childhood?” It is a fascinating question, which his book goes at least some of the way toward answering.
Despite a large variety of encyclopedias, Garfield’s account is dominated by Britannica, launched in the United Kingdom in 1768 and Wikipedia, launched in the United States in 2001. Britannica’s contributors have always been selected for their expertise. During the 20th century, named contributors included Cecil B. DeMille on motion pictures, Albert Einstein on space-time, J. B. Priestley on English literature and George Bernard Shaw on socialism. Most were paid a fee, however modest; Einstein, for example, received $86.40 for his entry. The contrast with Wikipedia is sharp: Anyone may contribute to it, contributors are anonymous, and none receives payment.
Authority is therefore the key feature of Britannica, although it certainly contains errors — whereas Wikipedia claims to be full of expertise, leaving itself open to both praise for its unparalleled diversity and criticism for its elementary errors. Even so, “You could still consider,” writes Garfield, “Wikipedia as the most influential and enduring representative of the internet as a force for good.” Yet he also wryly notes that “wiki” is the Hawaiian word for “quick”. Wikipedia tends to be quickly written, quickly consumed, sometimes quickly corrected, and often quickly forgotten.
“I hope this book has encouraged you to think twice about throwing out an old set of encyclopedias,” concludes Garfield. As it controversially suggests, despite — or perhaps because of — the continuing growth of the internet, we are sometimes less reliably informed today than the 1960s. After all, anyone can be a contributor nowadays.
1. The author begins the article with a comedy to .| A．criticize the quality of information found in encyclopedias |
| B．highlight the reliability of encyclopedias as a source of information |
| C．illustrate the declining popularity of encyclopedias in the modern age |
| D．introduce the topic of encyclopedias in a lighthearted and engaging way |
| A．To explain where the fees of Britannica went to. |
| B．To illustrate the high level of professional knowledge of Britannica. |
| C．To highlight the diversity of its contributors’ backgrounds. |
| D．To give typical examples of its world-famous contributors. |
| A．Britannica contributors were paid more than Wikipedia contributors. |
| B．Britannica contributors were paid a descent fee, while Wikipedia contributors were not. |
| C．Britannica contributors were selected for their expertise, while anyone can contribute to Wikipedia. |
| D．Britannica contributors were nameless while Wikipedia contributors were selected for their expertise. |
| A．ironically | B．bitterly | C．objectively | D．seriously |
| A．Because we have too much information available to us. |
| B．Because we are too reliant-on social media for news and information. |
| C．Because the internet has led to an increase of inaccurate information. |
| D．Because we have lost the sense of expertise that encyclopedias used to represent. |
