1 . It has long been known that dogs can learn commands like “sit,” “stay,” or “fetch” and can respond to these words with learned behaviors, often with the help of a treat or two, but uncovering their understanding of nouns has proven more difficult.

To look into the mystery, Boros from Eötvös Loránd University in Hungary and her colleagues, inspired by studies investigating the comprehension of babies before they can speak, decided to mimic (模仿) these experiments with dogs.

They invited 18 dog owners to bring their pets to the lab along with five objects the animals knew well. These included balls, slippers, Frisbees, rubber toys, leads and other items. At the lab, the owners were instructed to say words for objects their dogs already knew. Then, the owners held up either the matching object or a different one while small metal disc s harmlessly attached to the dogs’ heads measured brain activity in a process known as electroencephalography (EEG).

Using EEG, the researchers aimed to observe any variances in brain activity when the dog’s owner mentioned a specific object, such as a “ball”, but displayed a different item, like a stick, as opposed to when both the spoken word and the presented object matched. This was indeed the case, with the results being strongest when the object was very familiar to the dog. That’s similar to what researchers have seen in humans and is widely accepted as evidence that they understand the words.

Writing in Current Biology, the scientists say the results “provide the first neural evidence for object word knowledge in a non-human animal”.

But the true extent of the dogs’ comprehension is still unknown, even by the study’s authors, since the dogs were responding to their own toys and objects that the owners brought to the lab.

The researchers are now curious to know if this ability to understand referential language is specific to dogs or might be present in other mammals as well. Either way, they want to learn more about how this ability emerged and whether it depends on dogs’ unique experience of living with people.

1. Which aspect of dogs did Boros’s research focus on?

A．Their speed of learning actions.	B．Their willingness to follow orders.
C．Their responses to training treats.	D．Their capacity of understanding nouns.

2. What is paragraph 3 of the text mainly about?

A．The result of human-dog interactions.	B．The process of Boros’s experiment.
C．The logic of pattern matching.	D．The theory of EEG analysis.

3. The brain recording results showed a different pattern in the brain when ______.

A．pet owners showed more objects than usual

B．dogs had a larger vocabulary of object words

C．the experiment was conducted in a new environment

D．the spoken word and the presented object mismatched

4. What does the author want to convey in the last paragraph?

A．Conclusions from the experiment.	B．Insights into dogs’ experiences.
C．Expectations for future studies.	D．Applications of the discovery.

2 .

WHAT TO WEAR *Hard hat *Goggles or eye protection N-95 respirator or one that provides even more protection *Long-sleeved shirt *Heavy work gloves *Long pants *Boots with steel toe and insole Refer to the picture (on the right)! CAUTION! *Protect wounds and cuts with waterproof bandage (防水绷带) . *Avoid heat stress by taking frequent breaks and drinking safe water. *Cleaning up sewage (污水) ? Wear rubber boots, rubber gloves, and goggles. *Be aware of your surroundings; avoid electrical lines, insects, wild or stray (流浪的) animals, and long periods under the sun. *Wash your hands with soap and water before eating. If water is not available, use hand sanitizer(免水洗手液) (containing at least 60% alcohol) .

1. Who is the text written for?

A．Salesmen of disaster prevention items.

B．Researchers on disasters.

C．Outdoor explorers to avoid disasters.

D．Cleaners after a disaster.

2. What is a must for people with wounds?

A．Hard hat.

B．Waterproof bandage.

C．Long-sleeved shirt.

D．Heavy work gloves.

3. Why is it necessary to take a rest from time to time?

A．The equipment is too heavy.

B．To avoid heat stress.

C．The water is heavily polluted.

D．To prevent harm from surroundings.

3 . York Minster—The Best Cathedral in England

Commonly known as York Minster, the Cathedral and Metropolitical Church of Saint Peter in York is one of the finest old-fashioned buildings in Europe and was completed in 1472.

In addition to daily services, there are many features to discover. York Minster has one of Europe’s biggest collections of stained glass, with 128 windows made from approximately 2 million individual pieces of stained glass. In the interactive underground chambers, you can discover the 2000-year-old history of York Minster. In the grounds outside the Minster, the Old Palace houses famous historical treasures, collections and a library.

For the best view in York, climb the Tower for a splendid view of the surrounding Yorkshire countryside. All year round there are special events, including performances by the York Minster Choir.

OPENING TIMES
Mon to Sat: 9:30 am—4:00 pm
Sun: 12:45 pm—2:15 pm
TICKET INFORMATION

MINSTER ONLY	MINSTER AND CENTRAL TOWER
Adult/Senior: £18 Child (17 and under)*: free with a paying adult *Up to four children with one paying adult	Adult/Senior: £24 Child (8-17): £6 To climb the tower you must be aged 8*

It costs £30,000 a day to run York Minster and your admission fee directly supports the future of the cathedral. We never charge for people to enter the cathedral to pray, light a candle or attend a service.

BOOKING

As a working church, we do need to close from time to time at short notice so we strongly recommend booking in advance so we can keep you informed of any changes in opening times.

For more information or to book, please contact our team using the details below or complete our enquiry form.

T: 01904 557275
E: bookings@yorkminster.org
1. What can visitors do in York Minster?

A．Stay in the Old Palace.	B．Explore its rich history.
C．Make windows from stained glass.	D．Climb the Tower to watch performances.

2. What’s the charge for a couple with their six-year-old twins visiting Minster only?

A．£24.

B．£36.

C．£42.

D．£48.

3. What do we know about York Minster?

A．It takes on a modern style.	B．It bans climbing of the Tower.
C．It may have temporary closures.	D．It charges people attending services.

4 . Gamba has a lifelong fear of dentists. “It was much easier to accept the toothache,” he says.

    1    , there are times when you have to seek proper dental care. Fortunately, many dentists are specially trained in handling fearful patients. A variety of methods are also available to reduce pain and fear when you are in the dentist’s chair.

The best dentists use simple methods to create a feeling of control. They gently explain what the patient will feel, and for about how long. They frequently ask the patient for permission to continue.    2    . Their working places are barely recognizable as a dentist’s office. Free of posters showing the horrors of dental diseases, some even have a fireplace in the waiting room and some have a treatment room overlooking a waterfall.     3    , your body may still fear that chair. Here are some tips that may help you:

➢   Go to the dentist with someone you trust, such as a close relative who has no fear of dentists. If possible, ask him/her to sit with you during the treatment.
➢       4    . Listen to your own music on headphones — a new CD, not one you’ve heard a lot, so you’ll be a little more interested in it. Or find a dental clinic with a TV in the treatment room.
➢   Try relaxation techniques. Controlled breathing — I taking a big breath, holding it, and letting it out slowly — will slow your heartbeat and relax your muscles.

As the pain from Gamba’s wisdom teeth worsened, he found support online through a forum for people with dental fear. He also found a dentist, who advertises his skill with fearful patients. “    5    ,” Gamba says before going. But the dentist put him so at ease that he agreed to receive treatment right away. And it was painless, he says.

A．Add your favorite songs to the playlist

B．Shift attention while in the dentist’s chair

C．It wouldn’t be possible without the dentists’ support

D．I convinced myself that I was just going to talk with the dentist

E．Even if your mind tells you you’ll be just fine in such circumstances

F．Although you would never look forward to a spell in the dentist’s chair

G．Some dentists even go out of their way to create a nonthreatening environment

6 . Teen Adventure Camp (Ages 13—15)

Between exploring the lake in boats, hiking to the waterfalls, and camping in remote natural environments, you ll have a hard time picking a favorite!

2023 Camp Dates:

Term 1: June 11 — 16                           Term 2: June 18 — 23

Term 3: June 25 — 30                           Term 4: July 9 — 14

Term 5 (L. I. T. Week): July 16—21

2023 Pricing Options:

Full Price: $485 / week

Early Bird Discount (Until April 17th): $455 / week

L. I. T. Week: $0

Leaders In Training (L. I. T. Program) (Ages 14—15)

Our L. I. T. program is a part of our Teen Adventure Camp program and is a transitional (过渡的) program for campers to become staff members. It is a program that is highly selective and competitive. This program allows campers ages 14 and 15 to see what being a part of the Pleasant Hill Outdoor Camp family is like.

How does my camper become involved?
★ The camper must attend a previous week of Teen Adventure Camp within the same summer.
★ Have to be 14 or 15 years old during their week of camp to qualify.
★ The camper should express interest in the L. I. T. program during their Teen Adventure Week and receive a recommendation for the program from their counselor (辅导员)!
★ Good performance during Teen Adventure Week.

How to confirm availability (有空) & acceptance?

At the end of the camper’s Teen Adventure Camp session, the campers who are accepted into the program will receive an official invitation based on their counselor’s opinion. From there, the parent of the camper must confirm the camper’s availability as soon as possible. There are limited spots which are on a first-come-first-served basis only. Parents can confirm in person at Check Out, by phone (419-938-3715), or by email (info@phoc.org). We will make sure to add L. I. T. week to the camper’s online registration.

1. When will L. I. T. week take place?

A．During June 11 — 16.	B．During June 25 — 30.
C．During July 9 — 14.	D．During July 16 — 21.

2. What is required of the campers to get involved in the L. I. T. program?

A．Paying for their camp before April 17th.

B．Joining in more than two weeks of camp.

C．Being 13 years old during their week of camp.

D．Getting a recommendation from their camp counselor.

3. What is suggested to the parents of potential participants of the L. I. T. program?

A．Confirming their children’s availability soon.

B．Printing official invitations to their children in person.

C．Keeping in close touch with their children’s counselors.

D．Adding L. I. T. week to their children’s online registration.

7 . On these dark winter evenings, I find myself daydreaming of summer. I think of the one activity and place that quiets my mind: clamming (挖蛤) on Cape Cod.

Before I had kids, it was a much-needed active outing after days of vacation-level eating. But when I went with kids, the experience took a turn from relaxation to devotion. The bay became part of the world I was trying to build for my children. The act of clamming became an unexpected escape,a moment when I wasn't thinking about 20 different things, when I wasn’t really thinking at all.

This year, for the first time, my children joined in the clamming. I kept yelping (尖叫) when my children almost raked (用耙子耙) my feet. But there was joy in having something to teach them, to connect them not only to a generational tradition but also to the history of the land. And when they raised their basket and it wasn’t a rock for the hundredth time, but rather a shining clam, it was a richer moment than if they had struck gold. Seeing a child holding up a clam with an expression of success on his face does more for the heart than any meditation (冥想) ever could.

I hope that one day my children will view clamming as the relaxation that I do. They are not there yet.At this point, it is more adventure than getaway. At the end of our clamming morning, my 6-year-old refused to leave, insisting she needed one more clam. When she finally caught one more clam, she laughed, pride written all over her face. To be fair, perhaps what she needed to get from clamming was not what I needed. Perhaps what she needed was to have a tiny bit of control over this wild world, one in which she has little say. In that moment, she was victorious, if not in calm, then in clam.

1. Why did the author go clamming before having children?

A．To get together with her friends.	B．To spend quality time with her family.
C．To escape the responsibility as an adult.	D．To enjoy relaxation after overeating.

2. What does paragraph 3 mainly talk about?

A．The experience of clamming.	B．The benefits of meditation.
C．The change of a generational tradition.	D．The necessity of exploring the land.

3. How do the kids find clamming?

A．Demanding and boring.	B．Complicated and tiring.
C．Adventurous and rewarding.	D．Painful and disappointing.

4. What can we infer from the last paragraph about the author and her kids?

A．They are successful in removing stress.	B．Clamming is the most interesting to them.
C．They refused to leave the bay.	D．Clamming has different meanings to them.

8 . The language of Gaelic has been spoken in Scotland since at least the 10th century and was at one time the country’s main language, widespread in towns and cities across the nation. Since the union of Scotland and England in the early 18th century, though, it has been in decline. These days you are most likely to find native Gaelic speakers in the Highlands of Scotland, with concerns having been raised about the future of the language.

Now, a new initiative from Community cafe and Gaelic cultural centre seeks to turn the tide with the release of the first Gaelic edition of the board game Scrabble.

Titled Scrabble Gàidhlig, it contains only the 18 letters found in the Gaelic alphabet and includes the grave accent on vowels À È Ì Ò and Ù. The frequency with which each letter appears has been reconsidered to reflect its usage in Gaelic, and scoring has been reformulated (重新设定) to reflect the respective ease and difficulty of using different letters in the language.

“We worked closely on the development of the new game with the team at An Taigh Cèilidh, who have done a fantastic job of localizing the material and ensuring that the game plays really well,” said CEO Jim Harrison. “I hope everyone enjoys playing it as much as we enjoyed making it.”

“It will help people improve their oral skills and the range of their vocabulary in Gaelic,” said McLeod, professor of Gaelic at the University of Edinburgh. “In particular, many Gaelic speakers are not very confident with their written Gaelic and Gaelic Scrabble could give them a valuable boost. It will be very helpful for Gaelic learners too. Gaelic spelling is very logical once you are familiar with the system, but it does take time to master it.”

Scrabble was invented in 1948 and has been common in UK homes ever since, with about half of all households owning at least one set. It is sold in more than 120 countries and available in 28 languages and counting.

1. Why was Scrabble Gàidhlig invented?

A．To help keep a declining language alive.	B．To add a new type to board games.
C．To help reunite the two countries.	D．To promote a language game.

2. What is discussed about Scrabble Gàidhlig in paragraph 3?

A．Its origin.

B．Its feature.

C．Its advantage.

D．Its function.

3. How will Scrabble Gàidhlig benefit its users according to Prof McLeod?

A．It will improve their language competence.	B．It will boost their confidence in socializing.
C．It will raise their interest in the board game.	D．It will enhance their hands-on ability.

4. What is the last paragraph intended to do?

A．Add some background information.	B．Make some further predictions.
C．Raise a reasonable doubt.	D．Introduce a global trend.

9 . For most of us, it's pretty easy to stand up for someone else.     1    . So how do you go from being everyone else' s advocate to learning how to stand up for yourself? These steps come from 16 years of coaching my clients.

·Define your boundaries

The definition of a boundary is a line that marks the limits of an area; it's both a line of containment (keeping you in) and a line of protection (keeping others out). Boundaries are not complaints, threats or demands.     2    . They are your rules for who,what,how and why you feel comfortable being close to someone else, helping others know who you are and how to interact with you.

    3    

The next time someone asks you for a favor, consider if you can afford to say yes. What I mean by this is, think about what this “yes” will cost you in terms of finances, energy, health and time. Do you have an excess of these resources that you can give after you've already cared for yourself?

·Stop people-pleasing

People-pleasing is often motivated by fear. It's easy to fall into the habit because you tend to get praised for it. People-pleasing pleases people. But its effects over a long period of time can be disastrous.     4    

·Ask for what you want

It's not easy to figure out what you want. But the more time you spend getting clear on your own

desires, the easier it is to defend what you need. Your desires are the forces that lead you into life's unknown frontier.     5    . Stand up for them and yourself.

A．Get comfortable saying no.

B．Think twice before refusing.

C．They deserve attention, energy and respect.

D．You will not end up exhausted and depressed.

E．To break this habit, start leaning toward courage and inner strength.

F．They are guidelines that help to clearly define what needs to be protected.

G．But when the tables are turned, we often feel guilty for giving priority to our own needs.

10 . Scientists are embracing artificial intelligence (AI) — from developing “self-driving” laboratories to replacing human participants in social-science experiments with robots. Many disadvantages of AI systems have been discussed. In an article published in Nature this week, social scientists say that AI systems carry a further risk: that researchers perceive such tools as possessed of superhuman abilities when it comes to objectivity, productivity and understanding complex concepts.

Scientists planning to use AI “must evaluate these risks now”, write co-authors Lisa Messeri and Molly Crockett. The article is a warning about what could be lost if scientists embrace AI systems without thoroughly considering such risks.

Messeri and Crockett examined around 100 papers and books, published mainly over the past five years. From these,they put together a picture of the ways in which scientists see AI systems as enhancing human capabilities.

In one “vision”, which they call AI as Oracle, researchers see AI tools as able to tirelessly read and digest scientific papers. In another vision, called AI as Arbiter, systems are perceived as evaluating scientific findings more objectively than do people. In a third vision, AI as Quant, AI tools seem to perform better than the human mind in analyzing data sets.

Messeri and Crockett also predict risks that arise from these visions. One is the illusion (幻觉) of explanatory depth, in which people relying on another person-or，in this case，an algorithm (算法) — for knowledge are likely to mistake that knowledge for their own. Another risk is that research becomes skewed (偏颇的) towards studying the kinds of things that AI systems can test.

If you’re a scientist planning to use AI, you can reduce these dangers through a number of strategies.All members of the scientific community must view AI use not as unavoidable for any particular task, but rather as a choice with risks and benefits that must be carefully weighed.

1. What is a further risk that AI systems carry according to paragraph 1?

A．They perform better than humans.

B．Researchers overestimate their capabilities.

C．They are able to understand complex concepts.

D．Researchers use them in self-driving laboratories.

2. What does paragraph 4 mainly tell us about AI?

A．Its benefits in analyzing scientific data.

B．Its roles in helping doing scientific research.

C．Its strengths in digesting scientific papers.

D．Its advantages in evaluating scientific findings.

3. What is the illusion of explanatory depth?

A．Finding the accuracy in algorithmic.

B．Denying the mistake of algorithmic.

C．Accepting the complexity of algorithmic.

D．Considering algorithmic insights as personal understanding.

4. What’s the author’s attitude towards the use of AI in scientific community?

A．Cautious.	B．Approving.
C．Unclear.	D．Intolerant.