5 . The bus stopped—at the National Academy of Sciences—and 40 teenagers came into the academy’s great hall. They were the 40 finalists of the 47th annual Westinghouse Science Talent Search, symbols of America’s hopes of scientific leadership in the coming century. When the talent search ended last week, 10 of the high-school seniors were declared winners of scholarships. “
What accounts for this early skill for knowledge? Is it heredity (遗传) or is it hard work?
Of the nearly 1,900 finalists since the competition’s start, 7 of every 10 who are old enough have earned a Ph.D. or an M.D., five finalists received Nobel Prizes. Two got the Fields Medal, Math’s equivalent of the Nobel. The record stretches back to 1942, when Science Service, an educational organization, began running the contest and Westinghouse started putting up the money. Their roles haven’t changed, but much else has. “These kids get better each year,” says Nobel Prize winner Glenn Seaborg, who has interviewed and judged every finalist since 1963,
| A．The winners answer by repeating a famous line from Thomas Edison: “Genius is 1 per cent inspiration and 99 per cent perspiration.” |
| B．What some of these kids are doing in labs rivals the work that won Nobel Prizes not many years ago. |
| C．During the last six years, 33 of 60 scholarship winners have been the children of foreigners. |
| D．As did Thomas Edison, whose mother quit teaching so she could teach only him. |
| E．But that does not mean that American schools are getting better. |
| F．Westinghouse’s talent search, certainly in this decade, is a compliment as much to immigration. |
6 . Orange Unified School District
Quick Reference Guide for Lockdowns
This information is provided as a guideline for actions in the event of a lockdown. Always remember that the first priority is the safety and protection of life.
Lockdowns
A lockdown is the act of keeping students and personnel in a secured location until an emergency or threat is over. You may be required to lockdown your room or facility when a dangerous person or situation is present on or near your site.
Activating a Lockdown:
● A lockdown may be ordered by a principal, site administrator or Student & Community Services (SCS).
● Staff should direct students inside to the nearest room. Do a verbal and visual sweep as you lockdown to get everyone inside.
● If possible, report your attendance, including any extra people in your room, to the office.
● Staff should lock all doors and windows leading to your room. Close all window coverings.
● All students and staff should remain away from doors and windows. If you hear gunfire or someone trying to enter your room, instruct all students and staff to “Drop, Cover and Hold” under desks.
● Under no circumstances will students or staff open a door or window once it has been secured until the lockdown is officially over. When the lockdown is over the “All Clear signal will sound.”
Deactivating a Lockdown:
● A lockdown will be deactivated by the site administrator or Student & Community Services with an “All Clear” signal (which may be an announcement, bell signal etc., to be determined by site administrator).
● All students and staff should return to their assigned rooms or workstations. Staff should account for all students and inform the principal or site administrator of anybody missing.
● The site administrator will assign staff to walk the campus or workplace to ensure that everyone is aware of the deactivation.
1. What can we learn from the passage about a lockdown?| A．It is security measure in the event of a threat. |
| B．It stands for the end of an emergency of threat. |
| C．It means locking a dangerous person in the room. |
| D．It is meant to protect the facilities in an emergency. |
| A．can’t open a door or window unless they are sure there is no danger |
| B．need to stay near doors and windows to wait for further instruction |
| C．must report to the office how many people there are in the room |
| D．should try to make sure that no one is left outside |
| A．Any staff member. | B．Site administrator. |
| C．School principal. | D．Heard of the students’ union. |
7 . When you are little, it’s not hard to believe you can change the world. I remember my enthusiasm when, at the age of 12, I addressed the people at the Rio Earth Summit. “I am only a child,” I told them. “Yet I know that if all the money spent on war was spent on ending poverty and finding environmental answers, what a wonderful place this world would be. In school you teach us not to fight with others, to work things out, to respect others, to clean up our mess, not to hurt other creatures, to share. not to be greedy. Then why do you go out and do the thing you tell us not to do? You grown-ups say you love us, but I challenge you, please, to make our actions reflect your words.”
I spoke for six minutes and received a standing ovation. Some of the delegates even cried. I thought that maybe I had reached some of them, that my speech might actually spur (激励) action. Now, ten years from Rio, after I’ve sat through many more conferences, I’m not sure what has been accomplished. My confidence in the people in power and in the power of an individual’s voice to reach them has been deeply shaken.
When I was little, the world was simple. But as a young adult, I’m learning that as we have to make choices-education, career, lifestyle-life gets more and more complicated. We are beginning to feel pressure to produce and be successful. We are taught that economic growth is progress, but aren’t taught how to pursue a happy, healthy or sustainable (可持续的) way of living. And we are learning that what we wanted for the future when we were 12 was ideal and innocent.
Today I’m no longer a child, but I’m worried about what kind of environment my children will grow up in. I know change is possible, because I am changing, still figuring out what I think. I am still deciding how to live my life. The challenges are great, but if we accept individual responsibility and make sustainable choices, we will rise to the challenges, and we will become part of the positive tide of change.
1. The purpose of what the speaker said at the age of 12 was to ________.| A．end poverty and make school beautiful |
| B．end poverty and solve the problems about environment |
| C．find a wonderful place and clean it up |
| D．find environmental answers and keep the words that they always told themselves |
| A．a long period of laughing | B．a warm welcome |
| C．a long period of clapping and applauses | D．an expression used for greeting |
| A．in his teens | B．in his forties | C．in his thirties | D．in his twenties |
| A．the writer thinks what he thought at the age of 12 is mature. |
| B．the writer’s children will certainly live in an ideal environment. |
| C．the writer’s confidence in the people in power has deeply shaken their voice. |
| D．the writer’s belief does not change when he grows up. |
8 . We must face the fact that there are many aspects of the Information Ages. All information makes us anxious. Over some of these, we have little or no control. On the other hand, there are steps we can take to eliminate much of
To some extent, we are all receivers and givers of information. Our brain, however, receives and processes information in different ways. One way involves the amazing capacity of the brain to process information subconsciously.
Another way involves
Information gathered by reading is processed consciously and
How can we
To cut through confusing information,
| A．curiosity | B．trouble | C．interest | D．anxiety |
| A．donating | B．rewarding | C．interesting | D．searching |
| A．sensitive | B．conscious | C．unconscious | D．reasonable |
| A．energy | B．wealth | C．power | D．health |
| A．expanding | B．surviving | C．stretching | D．bearing |
| A．still | B．however | C．hence | D．yet |
| A．cooperating | B．finding | C．removing | D．stimulating |
| A．think of | B．deal with | C．do with | D．rule over |
| A．recreational | B．professional | C．humorous | D．traditional |
| A．break into | B．bring about | C．get rid of | D．come to |
| A．catch | B．offer | C．abandon | D．apply |
| A．rank | B．limit | C．field | D．lane |
| A．received | B．supplied | C．labeled | D．recommended |
| A．offered | B．stated | C．declined | D．opposed |
| A．maximum | B．minimum | C．quantity | D．presence |
