1 . A WONDERFUL NIGHT AT CHANGSHA AQUARIUM(海洋馆)
Have you ever seen sea animals at night? What do they do? Eat? Sleep? Swim? Let’s go and enjoy the happy time.Time:6:30 p.m.~8:30 p.m. on Saturday.
* You can enjoy dinner at our restaurant under the water from 6:00 p.m. to 6:30 p.m.
*You can’t eat anything while you are watching the sea animals.
*Each tour costs 15 yuan. You can buy the tickets at the gate of the aquarium.
*You can decide which tour you will join after you arrive at the aquarium.
1. If you want to enjoy 4 tours, how much will you pay for them?A.15 yuan. | B.30 yuan. | C.45 yuan. | D.60 yuan. |
A.Feed the fish. | B.Eat food. |
C.Take pictures. | D.Walk with the penguins. |
A.Half an hour. | B.One hour. |
C.One and a half hours. | D.Two hours. |
2 . When preparing fruit and vegetables, many people will peel (削皮) them. But often, it’s not necessary.
Fruit and vegetables are rich sources of nutrition like vitamins. Not consuming enough of these nutrient-rich foods is linked to an increased risk of diseases. Eating 400g of fruit and vegetables a day, as the WHO recommends, is difficult to achieve for many people. So could consuming fruit and vegetable peels help with this issue by adding important nutrients to people’s diets?
They can certainly contribute. For example, nutritionally important amounts of vitamins and minerals are found in the peels of seven root vegetables: beetroot, field mustard, wild carrot, sweet potato, radish, ginger and white potato. And the US Department of Agriculture shows that unpeeled apples contain 15% more vitamin C, 267% more vitamin K, 20% more calcium and 85% more fibre than peeled apples.
Another reason is the effect on the environment. According to the UN’s Food and Agriculture Organization, uneaten food, including peels, generates 8%-10% of the world’s greenhouse gas emissions. New Zealand alone reports an annual wastage of 13,658 tonnes of vegetable peels and 986 tonnes of fruit peels.
Given the nutrient content of peels and its contribution to food waste, why do people peel fruit and vegetables at all? Some must be peeled as the outer parts don’t taste nice, are hard to clean or cause harm. Also, peeling may be a necessary part of the recipe, for example, when making mashed potato. But many peels, such as carrot and kiwifruit, are suitable to be eaten, yet people habitually peel them anyway. Some people peel fruit and veg because they are concerned about pesticides (杀虫剂) on the surface.
If you want to find out more about fruit and vegetable peels and what to do with it, there is lots of advice online including help on how to deal with peels. With a little investigation and creativity, you can help to reduce waste and increase you fruit and vegetables intake.
1. Where is the text most probably taken from?A.A cooking guidebook. | B.A life magazine. |
C.A poster about environment. | D.An ad about a health website. |
A.Not eating the peels will lead to higher risks of some diseases. |
B.Some significant vitamins and minerals are only found in peels. |
C.Eating peels can increase people’s intake of important nutrients. |
D.Peels have more nutrients than fruit and vegetables’ inner parts. |
A.To highlight the serious food problem in the country. |
B.To draw our attention to greenhouse gas emissions. |
C.To call on New Zealanders not to throw away peels. |
D.To show peels’ negative impact on the environment. |
A.Because some recipes tell them to do so. |
B.Because the outer parts are hard to clean. |
C.Because there exists too much pesticides. |
D.Because they’re used to peeling vegetables. |
Dave had loved basketball for as long as he could remember and he had never had a day without playing it. At primary school and junior high school he joined basketball clubs, attended training programs and watched basketball games, from which he learned the moves of the star players, wishing to play in a professional team like them and shine on the court.
Now as a senior high school student, however, his dream of becoming a professional player was dimming (变暗) because he was only of average height. He had to give up the hope of joining the school team. The guys on the school team were all tall boys who played matches and won honors for the school. They were like heroes. Dave watched them play and cheered them but he knew he would never be one of them.
Dave felt it a pity not to be tall enough, but this didn’t stop him from pouring his passion into basketball. He just played for the love of the sport. He played in the school gym with other boys or by himself every day, even during holidays and weekends, when it was open for two hours in the morning. He enjoyed every minute on the court making every effort to play better.
It was one Saturday morning. Dave was playing in the gym by himself, as all the other boys were busy with other weekend affairs. Then he noticed a tall boy approaching. It was Lankas. Everybody knows him as captain of the school basketball team. “Hi, Lankas,” Dave greeted him. “My name is Dave.” “Hi, Dave,” Lankas replied as he got closer. “Nice to see you here. Do you need an opponent to play against?” Dave was shocked, frozen right there, unable to believe his ears but somehow, he answered, “Why not?”
注意: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。
So, a game of two players began.
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The next Saturday, when Dave was playing in the gym, Lankas appeared shouting, “Dave, I have good news for you.”
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4 . Do you often feel tired in the morning even though you’ve been in bed for seven or eight hours the night before. Like many people, you are not sleeping as much as you think you are.
Sleep experts
Short-wavelength blue light
Go to bed and wake up at the same time, or
Most people may feel
A.By contrast | B.In other words | C.In conclusion | D.On the contrary |
A.treat | B.serve | C.work | D.define |
A.specific | B.effective | C.general | D.precious |
A.quantity | B.absence | C.quality | D.advance |
A.undertaking | B.restricting | C.performing | D.referring |
A.given off | B.given away | C.given in | D.given over |
A.sleepy | B.unconscious | C.exhausted | D.alert |
A.early | B.late | C.daytime | D.bright |
A.various | B.distinct | C.habitual | D.changeable |
A.relatively | B.exactly | C.gradually | D.respectively |
A.adopts | B.adapts | C.devotes | D.dedicates |
A.commanding | B.requiring | C.reminding | D.causing |
A.relaxed | B.sleepy | C.clear | D.weak |
A.depressive | B.accurate | C.desperate | D.attentive |
A.see to | B.break through | C.take to | D.get through |
5 . Music is present in any part of the world, and it is appreciated and felt everywhere. Without its presence, life could be boring. Studies show that music is good for your body and mind.
Music can increase pain management. Listening to music can help increase your pain tolerance (耐痛性).
●
●Music can reduce anxiety and depression
●Music can improve self-expression and communication. Self-expression and communication are an important part of the human experience, especially when it comes to basic emotional and mental health needs.
A.Music can improve heart health. |
B.Music can increase your heartbeat rate. |
C.Here are some benefits of music treatment. |
D.They are two common pains in your daily life. |
E.It has been proved to be helpful for anxious and depressed people. |
F.Listening to music can also help decrease the strength of your pains. |
G.For kids weak in both areas, music treatment can help develop their relative skills. |
Xiao long bao (soup dumplings), those amazing constructions of delicate dumpling wrappers, encasing hot,
No matter where I buy them, one steamer is
7 . On Oct. 11, hundreds of runners competed in a cross-country race in Minnesota. Melanie Bailey should have
As reported by a local newspaper, Bailey was more than two-thirds of the way through her
Once there, Lenoue was
As for Bailey, she is more
Although the two young women were strangers before the
A.designed | B.followed | C.changed | D.finished |
A.delay | B.chance | C.trouble | D.excuse |
A.judge | B.volunteer | C.classmate | D.competitor |
A.race | B.school | C.town | D.training |
A.agreed | B.returned | C.stopped | D.promised |
A.courage | B.aid | C.patience | D.advice |
A.went away | B.stood up | C.stepped aside | D.bent down |
A.medical | B.public | C.constant | D.equal |
A.interrupted | B.assessed | C.identified | D.appreciated |
A.hunger | B.pain | C.cold | D.tiredness |
A.worried | B.ashamed | C.confused | D.discouraged |
A.game | B.problem | C.lesson | D.deal |
A.leave | B.cure | C.bother | D.understand |
A.ride | B.test | C.meet | D.show |
A.secret | B.display | C.benefit | D.exchange |
8 . Personal Forgiveness
Taking responsibility for mistakes is a positive step, but don’t beat yourself up about them. To err (犯错) is human.
In a journal or on a piece of paper, put the heading “Personal strengths.”
At the top of a second page, put the heading “Acts of kindness.” On this one, list all the positive things you’ve done for others. It might be the time when you helped a friend with their homework, when you did the ironing without being asked, or when you baked cookies after the family had had a tiring day.
You could ask a friend or family member to help add to your list.
It’s something of a cliché (陈词滥调) that most people learn not from their successes but their mistakes. The thing is, it’s true.
A.A little self-forgiveness also goes a long way. |
B.Now list all the characteristics you like about yourself. |
C.They might even like to have a go at doing the exercise. |
D.It’s just as important to show yourself some forgiveness. |
E.It doesn’t mean you have to ignore what’s happened or forget it. |
F.Whatever it is, no matter how small it might seem, write it down. |
G.Whatever the mistake, remember it isn’t a fixed aspect of your personality. |
9 . On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whatever reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist (转折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together”. Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain, the potential implications for group discussion and decision-making are enormous.
1. What is paragraph 2 of the text mainly about?A.The methods of estimation. | B.The underlying logic of the effect. |
C.The causes of people’s errors. | D.The design of Galton’s experiment. |
A.the crowds were relatively small | B.there were occasional underestimates |
C.individuals did not communicate | D.estimates were not fully independent |
A.The size of the groups. | B.The dominant members. |
C.The discussion process. | D.The individual estimates. |
A.Unclear. | B.Dismissive. | C.Doubtful. | D.Approving. |
10 . The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培养) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (独处) and the necessity of cultivating high-quality leisure to replace the time most now spent on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that works for your particular circumstances.
1. What is the book aimed at?A.Teaching critical thinking skills. | B.Advocating a simple digital lifestyle. |
C.Solving philosophical problems. | D.Promoting the use of a digital device. |
A.Clear-up. | B.Add-on. | C.Check-in. | D.Take-over. |
A.Theoretical models. | B.Statistical methods. |
C.Practical examples. | D.Historical analyses. |
A.Use them as needed. | B.Recommend them to friends. |
C.Evaluate their effects. | D.Identify the ideas behind them. |