1 . Dear Fresher, joining a university can be a pleasant but challenging experience: horrific and yet beautiful, scary but exciting.     1    

Do not panic if, like me, you do not make friends on the first day or week. Before I met Sanaa, I had tried to force myself to make friends with classmates in my other majors. Then I was starting to get convinced that there was something wrong with me.     2     Eventually, when I started making more friends, it made sense why the friendships I had forced did not work out. It was my first lesson in understanding my uniqueness, and reminding me that my “friends” are somewhere, out there.     3    

So, dear Fresher, as I say welcome to university life, I am also saying, give yourself time-to understand your school, your course, and your new rhythm of life. Do not fall into the trap of people-pleasing to fit in.

    4     Of course, you must leave room to grow and breathe- to discover amazing cultures, new accents, and new ways of matching your clothes-but do not do anything that needs you to abandon your genuine self in order to become.

Finally, it might not look like it, but the four, five, or six years you will be in university will pass by really quickly.     5    Perhaps that is DIYs, writing blog posts, participating in club activities in your department, or joining the dance troupe.

So, dear Fresher, go forward, and leave your mark! You will be surprised at how much experience that will contribute to your CV.

A．It is a big turn on the pages of your life.

B．Extracurricular activities build confidence.

C．I no longer struggle too hard to fit square pegs into round holes.

D．It is a good idea for you to make friends with like-minded people.

E．That was why I got uninspired by every friendship I tried to make.

F．While the new phase of life is challenging, remember who you truly are.

G．Seek out opportunities to do stuff you are passionate about during your free time.

2 . I recently found myself agonizing over a financial decision. So when I saw a financially savvy acquaintance at a party, I decided to ask for her advice. As the conversation deepened, however, I felt my stomach tighten in frustration. While I’m sure my friend wanted to help, her advice was immediately off the mark. She didn’t ask me questions or consider how my goals might differ from hers. She simply told me what she would do, and I quickly found myself tuning off her speech. The exchange left me feeling discouraged.

To help head off bad advice, get clear on your needs. Are you asking someone to help think through options you might take to resolve a problem? Are you asking someone to provide advice as your friend or as an objective observer? Communicating both your problem and your expectations will help your advice-giver approach your questions thoughtfully and with a goal of their own in mind.

David Eddie was an advice columnist for nearly two decades. At that time, he learned that good advice-givers ask questions that help them better understand where you’re coming from and what your goals are. They don’t assume they know the answer—or that you have the time, resources or ability to approach the challenge in the same way they would. “You want someone who’s going to drill down into the problem with you and take the time to understand the shape of it,” he says.

Personally motivated advice is usually pretty easy to spot. A friend may advise their secret crush to leave their current partner. That’s why Eddie often gathers a range of perspectives. He calls his group of advice-givers The Panel, and it’s made up of his wife, mom and some friends and colleagues. Their advice helps him see different sides of sticky issues—pushing him to consider different angles and outcomes. But in the end, he’s the one who makes the decision. He says, “I believe in the saying, ‘Seek the advice of many, but follow your own counsel.’” After all, everyone is an expert on their own life.

1. What should one do to avoid terrible advice?

A．Ask the advice-giver to help think through options.

B．Be specific about your needs.

C．Make sure the advice-giver is an objective observer.

D．Choose one of your friend as the advice-giver.

2. What can be inferred from David Eddie?

A．Good advice-givers have great experience.

B．Good advice-givers solve the problem personally for clients.

C．Good advice-givers tend to listen to clients.

D．Good advice-givers offer advice in clients’ shoes.

3. What is the suggestion given in Paragraph 4?

A．Trying suggestions from a range of perspectives.

B．Choosing a personally motivated suggestion.

C．Making your own decision after hearing extensive suggestions.

D．Trying to be an expert on your own life.

4. What can be a suitable title for the text?

A．Learning to Give Advice	B．Asking Advice From Your Panel
C．Being a Friendly Advice-giver	D．Avoiding Bad Advice

3 . We have designed four different courses for people with a passion for learning Chinese. The following is the basic information of these courses.

★Course A is designed for those who have basic knowledge of the Chinese language. (May 28 to September 7)

Learning Objectives:

A variety of activities such as songs, games, etc., are carefully designed to motivate the students to learn. Each lesson has a song using all the new words and sentences. Upon completion of this course, you will be able to conduct conversations in Chinese, talk about your will and ability, and express an unhealthy condition when seeing a doctor.

★Course B is a 1-on-1 course with a live teacher, whose aim is to help total beginners. (June 5 to August 20)

Learning Objectives:

The series of courses is designed to emphasize the development of communication skills in listening and speaking. Recognizing characters and writing characters are also the focus of the courses.

Learning Content:

Master the pronunciation of nearly 60 frequently used Chinese words. You’ll be able to count numbers, and say hello and family members correctly. You’ll be able to tell names and ages, and introduce yourself briefly.

★Course C provides a 40-period entry level program of business Chinese, which is designed for beginners of business Chinese. (June 17 to September 16)

Learning Objectives:

This course contains 20 unites of business situation modules to describe the entire process and each phrase of business activities. Upon completion of this course, you will learn to greet people, introduce yourself and make schedules.

★Course D is for learners who have a weak foundation of Chinese learning but plan or hope to travel to China. (July 28 to October 7)

Learning Objectives:

Grasp the required communication skills when traveling in China; get to know related culture knowledge for communication with Chinese people; learn the possible emergencies and solutions when traveling in China.

Learning Content:

The possible scenes to be encountered during a travel are included in the course, including asking directions, ordering food, asking for help, shopping, etc. The course consists of the basic words and grammar.

1. Which of the four courses begins the earliest?

A．Course A.

B．Course B.

C．Course C.

D．Course D.

2. What is special about Course B?

A．It provides a tutor.	B．The teacher does a full-time job.
C．It focuses on teaching methods.	D．It improves communication skills.

3. For which course will a man most probably go if he plans a tour to China?

A．Course A.

B．Course B.

C．Course C.

D．Course D.

4 . The Master of Arts Program in the Humanities(MAPH)at the University of Chicago is designed to allow you the freedom to either focus on one academic discipline or explore interdisciplinary(跨学科的)interests that may not fit well within a traditional MA program. This advantage, combined with our strong support, can help you take the next step in your professional and academic life in a short amount of time — more than 90% of our students graduate in 9 months.

The Value of This MA Program

Master’s degrees, obtained after finishing MA programs, have become increasingly common for admission to PhD programs and it is not unusual for an MA degree to serve as a requirement for entry into many professional fields. MAPH also allows students to complete intensive academic work and prepares them to continue into further graduate study or a career that much faster.

Academic Support

MAPH students are provided with academic guidance from the moment they arrive on campus. Most often this support comes from the following sources:

·All MAPH students take a required fall quarter course taught by the MAPH Director.

·Students are placed in groups of 10-12 and work closely with an assigned post-doctoral Instructional Professor or Teaching Fellow throughout the year.

·Over the winter and spring quarters, MAPH students work closely with a faculty member who has agreed to serve as their thesis advisor.

·Three MAPH Mentors, recent MAPH graduates who work as staff members, are available to meet with students to discuss course selection.

1. What is the highlight of the MAPH?

A．Interest.	B．Expertise.
C．Discipline.	D．Flexibility.

2. What is the potential use of obtaining the MAPH?

A．Pursuing a profitable career.	B．Applying for a PhD program.
C．Publishing loads of paper work.	D．Choosing undergraduate study.

3. What kind of support is available for all MAPH students?

A．Course by the director of the program.	B．Group work with the MAPH director.
C．Advice on thesis writing in fall quarter.	D．Help with course books from Mentors.

5 . Early on, Sandra Marshall showed a talent and love for art. A New York native, Sandra owes her passion for art, and her thirst for learning, to childhood trips into New York City to visit the museums, and galleries.

After Sandra received a Bachelor of Arts degree from Arizona State University, she worked as a portrait painter and mural (壁画) artist but turned to food art when her daughter declared she would no longer eat meat. Sandra started exploring with fruits and vegetables to make cooking more fun, and was inspired by the colors of nature. She would write stories about her dinnertime art pieces so her children would see the magic in produce.

In 2014, Sandra opened a studio called Be...An Artist Studio, which welcomed artists to come and learn many different types of art. Paint nights, sculpting nights, live entertainment and eventually a cooking school, all came together and helped to bring the community creating together. She was featured on many television networks displaying her passions for the arts. Sandra began posting her creations on social media which led to her first published book One Hot Night at the Veggie Bar.

In 2019, Sandra closed her studio to expand and bring art to more people. This also gave her more time to create and explore he town art, including her food art. Sandra hosted painting events, painting with thousands of people at her large Be...An Artist events, such as the National Football League’s owners meeting in 2019 where she painted with the NFL owners and their families.

Sandra is now working with schools, bringing the joy of creating to children and their families with her “Success For All” painting programs that n re supported by the sales of her food art books and grants given to the schools. Last year alone, she painted with thousands of children and their families over Zoom.

1. For what reason did Sandra change her art theme?

A．She got bored with mural art.

B．She was attracted by the colors of nature.

C．She wanted to introduce her daughter to art.

D．She hoped to make cooking more appealing.

2. What is mainly talked about in paragraph 3?

A．Sandra’s influence.	B．Sandra’s art styles.
C．Sandra’s achievements.	D．Sandra’s future plan.

3. What did Sandra do to promote art?

A．She wrote books on art.	B．She held large painting events.
C．She opened her own studio.	D．She began to try different types of art.

4. What could be the best title of the text?

A．The Story behind Food Art

B．The Rise of Be...An Artist Studio

C．A Trip Shaping Sandra’s Artistic Career

D．Sandra Marshall: from a Portrait Painter to an Art Advocate

6 . If you’re eating protein (蛋白质), you could be swallowing hundreds of tiny pieces of plastic each year, research finds.

A new study by researchers with the nonprofit Ocean Conservancy and the University of Toronto found microplastics — tiny particles ranging from one micrometer to a half-centimeter in size — in nearly 90 percent of protein food samples tested.

The researchers analyzed more than a dozen different types of common proteins that could wind up on the average American’s plate, including seafood, pork, beef, chicken, to fu and several plant-based meat alternatives. They estimated that an American adult could consume, on average, at least 11,000 microplastic pieces per year.

The study’s findings provide further evidence of the availability of small plastic particles — which have been discovered everywhere from Antarctic snow to inside human bodies — and how they can end up in the food we eat and the water we drink.

“While we still really don’t have any idea what the human health consequences of this are, if there are any at all, we need to take this seriously because this is a problem that’s not going away on its own, and it’s only going to get worse the more plastic we use and throwaway,” Leonard said. But Leonard and other experts cautioned against using the findings to draw final conclusions about how microplastics can dirty food and the amount of plastic that could be hiding in proteins.

The study’s sample size was not big enough and the researchers noted that there was high variability in microplastic concentrations in the samples. The researchers also only counted microplastic particles that were larger than or equal in size to 45 micrometers. “It just highlights that we need to do more research,” said Bianca Datta, a food scientist not involved in the new research.

1. What is paragraph 3 mainly about?

A．The nature of plastic particles.	B．The researchers’ discovery.
C．The variety of foods on a dining table.	D．The conclusion of the research.

2. What is Leonard’s attitude towards the findings?

A．Cautious.

B．Critical.

C．Confident.

D．Concerned.

3. What is the author’s purpose of writing the last paragraph?

A．To show the limitation of the research.

B．To highlight the danger of microplastic concentrations.

C．To appeal for environmental protection.

D．To stress the urgency of the study.

4. Which of the following would be the best title?

A．Stay away from plastics	B．Possible effects of food processing
C．You may be eating plastics	D．A poisoned food system

7 . 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。

Lǎozìhào refers to the old and famous shops, which have always been reliable and trustworthy and still enjoy     1     irreplaceable position in people’s minds since long time. Not only do they represent high quality and good reputation, they have also become an indispensable part in     2     (people) daily life.

These famous and time-honored shops, eg, Quanjude and Tongrentang,     3     (locate) in Qianmen, the center of Beijing, all have represented the highly developed     4     (commerce) culture of old Beijing.

But these shops are more about businesses; they are also a historical and cultural phenomenon. He     5     has never tasted a roast duck will regret his whole life--such common sayings have made Quanjude a     6     (represent) of Beijing. Many other similar two-part allegorical sayings among the folks have also     7     (vivid) revealed the very characteristics of these old shops.

Nowadays, with the rapid development of economy and fierce competition in modern society, some Lǎozìhào shops have been keeping pace     8     the times and carrying forward their brands through continuous reforms and innovations. That’s why they    9     (stand) the test of time and survived in competition, while some others have faded into the history due to their inability     10     (adapt) to the rapid changes in modern social life.

8 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

Jumping Over Boundaries

When I was in elementary school, we had an annual sports day. Girls could do many things like hopscotch, jump rope, tetherball, and dodgeball, except high jumping. Only boys could do high jumping.

That’s what I wanted to do — high jumping. So I went to the coach.

“Girls don’t do high jumping,” the coach said. “Girls have all these other things they can do.” He excitedly described how much fun it would be.

I’d been high jumping in the backyard with my five brothers for years. Although I am a girl, I did high jumping pretty well. My brothers could rarely beat me. Whenever my back crossed the bar, that feeling is extremely wonderful. I went home and told my mother what the coach had said. My mother, a small, thin woman only four feet eleven inches tall, said, “I think we should go visit him.”

“Visit who?” I asked confusedly.

“The headmaster.”

“Visit the headmaster?” I was terrified. Would I get in trouble? Would my mother and I be crossing boundaries we shouldn’t cross?

My mom and I went to Mr. White’s office. “Linda wants to do the high jump,” my mother said.

“Mrs. Martinez, you don’t understand. This is the tradition of our Annual Sports Day,” he said.

“But Mr. White, I don’t know where it says that girls cannot do this.”

The headmaster couldn’t find any rules that said girls couldn’t do the high jump. “I have to think about this,” he said at last.

When we got home, my mom told me something I would always remember: this wasn’t just about me. “Maybe other girls want to do this, too,” she said.

My mother waited a week, but still didn’t get the headmaster’s reply. So she walked over to the school again. “Mr. White, please. I ask you this not for me and not for Linda, but let’s just see how it works.” In the end, Mr. White agreed.

I stood on the field of the high jumping competition.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

To my surprise, some of the cheers I got were from boys!

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

9 . I passed my test when I was 19, and I’ve been behind the wheel for most journeys since. After becoming a ________ eight years ago, I became more dependent on my car, thinking that it meant security for me and my child. I couldn’t ________ a world where I didn’t get around on four wheels, but that all ________ when I tried going car-free.

Earlier this year, I ________ to a challenge posed by the climate charity to see what it would be like without my car for three weeks. I ________ an electric family bike. Straight away, I enjoyed having a break from driving, especially on the ________ run. What was once an unpredictable trip to my daughter’s school often stuck in traffic was now a ________ ride along the canal. And my daughter loved every moment of it, which gave me the ________ to know that we were doing the right thing.

Giving up my car didn’t come without its ________. I work in a grocery, and although there are ________ car parking space, there isn’t enough bike parking space to ________ my bike securely. On balance, the benefits outweighed the disadvantages. I felt myself getting ________ because I was getting exercise during my commute (通勤). I saved a bit of money every week just like other participants in this ________.

I was surprised by how ________ it was to give up the car and get around on my bike. I ________ to think it was my duty as a parent to be a driver. Now it’s my duty to get on my bike whenever I can.

1.

A．driver

B．shopkeeper

C．student

D．parent

2.

A．imagine

B．enter

C．create

D．explore

3.

A．happened

B．worked

C．changed

D．mattered

4.

A．headed off

B．signed up

C．calmed down

D．checked up

5.

A．switched

B．bought

C．transformed

D．donated

6.

A．school

B．grocery

C．family

D．office

7.

A．wild

B．dangerous

C．fun

D．busy

8.

A．reason

B．hope

C．lesson

D．fuel

9.

A．shortcomings

B．doubts

C．requirements

D．rewards

10.

A．permanent

B．sufficient

C．few

D．free

11.

A．clean

B．ride

C．lock

D．repair

12.

A．smarter

B．richer

C．luckier

D．fitter

13.

A．stay

B．research

C．trial

D．conference

14.

A．pleasant

B．awkward

C．precious

D．anxious

15.

A．failed

B．used

C．started

D．continued

10 . Biology may not be everything, but genes apparently have a far greater influence on human behavior than is commonly thought. Similarities ranging from hobbies to bodily gesture are being found in pairs separated at birth. Many of these behaviors are “things you would never think of looking at if you were going to study the genetics of behavior,” says psychologist Thomas J.   Bouchard, Jr. , director of the Minnesota Center for Twin and Adoption Research at the University of Minnesota.

Bouchard reports that so far, exhaustive psychological tests and questionnaires have been completed with approximately 50 pairs of identical twins reared apart, 25 pairs of fraternal twins reared apart and comparison groups of twins reared together. “We were amazed at the similarity in posture and expressive style,” says Bouchard. “It’s probably the feature of the study that’s grabbed us the most.” Twins tend to have similar mannerisms, gestures, speed and tempo in talking, habits and jokes. Many of the twins dressed in similar fashion--one male pair who had never previously met arrived in England sporting identical beards, haircuts, glasses and shirts.

The most striking example of common psychopathology (精神病理学) however, came from a pair of twins raised apart. One had been reared by his own (poor) family the other had been adopted into a “good solid upper-middle-class family.” Both are now considered to be antisocial personalities, suffering from lack of impulse control, and both have criminal histories. Although the twins share, on average, 50 percent of their genes, Bouchard suggests that the overlap is probably considerably more with this pair.

Personality similarities between the identical twins raised apart are almost the same as they are with identical twins raised together, according to the results of a test developed by University of Minnesota psychologist Auke Tellegen. His personality questionnaire contains scales such as “social closeness,” “harm avoidance” and “well-being.” The researchers were especially surprised to find that “traditionalism” — a trait implying conservatism and respect for authority — can be inherited. In fact, says Bouchard, his and other studies have found about 11 personality traits that appear to have significant genetic input.

Overall, the emerging findings of the Minnesota study constitute a powerful disproof of those who maintain that environmental influences are the primary shaping forces of personality. The textbooks are going to have to be rewritten, Bouchard predicts.

1. Why does Bouchard say these behaviors are “things you would never think of looking at if you were going to study the genetics of behavior?”

A．These behaviors seemed too unimportant for scientists to observe.

B．These behaviors seemed too intimate to allow scientists to observe them.

C．Psychologists assumed these external characteristics could not be biologically based.

D．Psychologists assumed the causes of these behaviors were too complicated for current methods of observations.

2. The word “identical” (in para.2) most probably means________.

A．fashionable

B．alike

C．complex

D．identified

3. According to the passage, Auke Tellegen agrees that________.

A．some textbooks on genes and behavior will be rewritten quite soon.

B．people’s behaviors and personalities depend at large on their genes

C．his personality questionnaire can indicate people’s 11 personality traits

D．the environmental influences have great effect on people’s personalities

4. What does the passage mainly talk about?

A．Twins generally share the same hobbies and gestures if they are raised apart.

B．Genes have a greater influence on human behavior than is commonly thought.

C．People from upper-middle-class family are the same as those from poor family.

D．Twins tend to dress in similar fashion even when brought up in different families.