1 . For the past decade, one of the most linguistically (语言学地), diverse places in the world, square mile after square mile, has been my home: Queens, New York.

The soundtrack outside my door is extraordinary: On any given block, passing voices speak varieties of Polish, Ukrainian, Egyptian Arabic, Mexican Spanish, Puerto Rican Spanish, Dominican Spanish, and all the forms of New York City English they give rise to.

As a person who studies languages: I can usually distinguish them from one another, but understand only a part of what people are saying.

Users of Seke, a language from five villages in Nepal with 700 speakers, live a subway ride away. In certain stores, Albanians, Bosnians, Serbs, and Montenegrins all reunite, using the languages of the former Yugoslavia as if the country still existed. No group has a majority, or even 15. percent of the neighborhood, and most are at just 5 or 10 percent. English acts, for the most part, as a vital lingua franca (通用语). This’ last point is crucial, because a city can be a haven (避难所) for diversity but also an end point.

My neighborhood has its signature sound, but there are several dozen others that are just as diverse, each in a different way.

These are the places where the Endangered Language Alliance, the nonprofit I co-direct, has recorded New Yorkers speaking more than 100 languages that the survey and other data sets say don’t officially exist, and more than 700 in total.

That linguistic portrait makes clear that early-21st-century New York City is a last haven for endangered languages—ones that are being hounded out of existence elsewhere. And this deep linguistic diversity is among the least explored but possibly most important factors in New York’s history and makeup. New York’s soul can be found in the existence of these many, many languages, explaining New York’s particular capacity for tolerance and its ability to “make room” for others.

1. What is the author’s occupation?

A．An economist.

B．A historian.

C．A linguist.

D．A reporter.

2. What can be inferred about the languages in New York City?

A．They are close to disappearing.	B．They are mainly spoken by villagers.
C．English is the most popular language.	D．Most of them are not officially recognized.

3. What does the underlined word “hounded” in the last paragraph probably mean?

A．Protected.

B．Threatened.

C．Respected.

D．Accepted.

4. From which book might the text have been taken?

A．Language City.	B．The Development of Languages.
C．Endangered Languages in New York.	D．The Importance of Language Diversity.

2 . Until recently, gravitational waves could have been the stuff of Einstein’s imagination. Before they were detected, these waves in space time existed only in the physicist’s general theory of relativity, as far as scientists knew. Now, researchers are on the hunt for more ways to detect the waves. “The study of gravitational waves is booming,” says astrophysicist Karan Jani of Vanderbilt University in Nashville. “This is just remarkable. No field I can think of in fundamental physics has seen progress this fast.”

Just as light comes in a variety of wavelengths, so do gravitational waves. Different wave lengths point to different types of origins of the universe and require different kinds of detectors. Gravitational waves with wavelengths of a few thousand kilometers—like those detected by the United States, Italy and Japan—come mostly from pairs of black holes 10 or so times the mass of the sun, or from collisions of dense cosmic blocks called neutron stars (中子星). These detectors could also spot waves from certain types of exploding stars and rapidly moving neutron stars.

In contrast, huge waves that span light-years are thought to be created by orbiting pairs of bigger black holes with masses billions of times that of the sun. In June, scientists reported the first strong evidence of these types of waves by turning the entire galaxy (星系) into a detector, watching how the waves make slight changes to the timing of regular blinks from neutron stars throughout the Milky Way.

Physicists now hope to dive into a vast, cosmic ocean of gravitational waves of all sorts of sizes. These waves could reveal new details about the secret lives of exotic objects such as black holes and unknown parts of the universe.

Physicist Jason Hogan of Stanford University thinks there are still a lot of gaps in the coverage of wavelengths. “But it makes sense to cover all the bases. Who knows what else we may find?” he says. The search for capturing the full complement of the universe’s gravitational waves exactly could take observatories out into the moon, to the atomic area and elsewhere.

1. What does Karan Jani think of the current study on gravitational waves?

A．It is rapid and pioneering.

B．It is slow but steadily increasing.

C．It is interrupted due to limited detectors.

D．It is progressing as fast as any other field.

2. What do the detected gravitational waves mostly indicate?

A．The creation of different kinds of detectors.

B．Collisions of planets outside the solar system.

C．The presence of light in different wavelengths.

D．Activities involving black holes and neutron stars.

3. How did scientists manage to find huge waves’ evidence?

A．By analyzing sunlight.

B．By locating the new galaxy.

C．By using the whole galaxy as a tool.

D．By observing the sun’s regular movement.

4. What can be inferred about the future study according to the last paragraph?

A．It’ll exclude the atomic field.

B．It’ll focus exactly on the mapping of the galaxy.

C．It’ll require prioritizing certain wavelengths on the moon.

D．It’ll explore potential places to detect gravitational waves.

3 . Historical accounts often described the now-extinct California grizzly bears as huge beasts ready to attack humans and livestock at any time. But according to a new paper, scientists say the truth might have been less dramatic: The bears ate a mostly vegetarian diet and were smaller than previously described. California grizzly bears once roamed in the Golden State. But European settlers often hunted, poisoned and trapped the creatures. Over time, because of these human activities, the California grizzly population declined. The last reliable sighting of a California grizzly bear occurred 100 years ago in 1924, and the animals disappeared completely sometime after that.

Researchers wanted to get a better understanding of the factors that accelerated the bears’ extinction. They also hoped to gain more insight into the creatures’ behavior, size and diet. To do so, they turned to documents and California grizzly specimens in natural history collections. They measured the animals’ skulls and teeth and analyzed their bones and pelts. The researchers found that California grizzly bears were much smaller than the 2,000 pounds often reported at the time. Historical accounts might not necessarily have been wrong, but they might have only included the largest bears. In addition, analyses of the animals’ bones and skins suggest the bears were primarily eating plants, which stands in contrast to their fear some hyper carnivorous (超级食肉的) reputation. “The bears likely increased meat consumption due to landscape changes coupled with the arrival of livestock,” says study co-author Alexis Mychajliw. However, researchers found the animals still ate a majority vegetarian diet and killed far less livestock than historical accounts suggested.

By digging beyond the bears’ reputation, the researchers gained a more accurate understanding of the California grizzly’s biology and natural history. And since scientists and land managers often rely on historical accounts when reintroducing animals to their former habitats, the study serves as a reminder that those old newspapers and journals do not tell the whole story.

1. What does the underlined word “roamed” in paragraph 1 mean?

A．Disappeared.

B．Declined.

C．Fought.

D．Wandered.

2. What did the researchers discover about California grizzly bears?

A．They mainly fed on livestock.

B．Their diet consisted mostly of plants.

C．They ate a balanced diet of plants and meat.

D．The absence of livestock changed their dietary habit.

3. What can we learn about historical accounts of animals from the last paragraph?

A．They are unique.	B．They are one-sided.
C．They are accurate.	D．They are comprehensive.

4. What is the text mainly about?

A．The natural habitats of California grizzly bears.

B．The extinction process of California grizzly bears.

C．The reveal of the truth of California grizzly bears.

D．The significance of the arrival of California grizzly bears.

4 . 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。

One year ago, when we were in the fifth grade, a new classmate named Jack joined us. He was often late for class and had a strange smell on him, which made the girls not want to be “neighbours” with him, let alone sit next to him. It is said that once, a naughty boy curiously opened his backpack and many crushed soda cans and empty drink bottles that we usually throw into the trash fell out. Therefore, the boys in our class mocked (嘲笑) him as the “trash king”.

Later, during a class meeting, our teacher, Ms. Zhang, told us about his story of using garbage to make inventions. It turns out that Jack is not an ordinary elementary school student, but a “garbage-inspired inventor” who has won the city invention award. According to Ms. Zhang, most of his inventions were picked up from garbage dumps (堆). During that class meeting, Jack showed us his invention of a“domestic wastewater separation system”.

Afterwards, some of us became deeply interested in these small inventions and started to admire Jack’s way of “picking up trash”. We even joined him in picking up trash on weekends and during holidays. From then on, we no longer called him the “trash king“. Instead, we formed a group of five boys and actively searched for usable materials in various garbage dumps around the city. Under Jack’s guidance, we learned that there are many uses for seemingly useless trash. Once, we stayed at school to process the collected materials. Jack mentioned that he was facing a problem with his latest invention—a small cart for buying vegetables that needed to be lightweight. All other materials were solved except for the wheels. How could we find a suitable material for the wheels? We racked our brains (绞尽脑汁) and came up with different ideas, such as using soda cans or taking off the wheels from suitcases. However, Jack reminded us that our group should focus on making inventions from waste rather than causing damage to create them. We were all deep in thought.

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。
When I got home and drank a bottle of water, I suddenly had an idea.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Jack indeed adopted my suggestion and fixed a row of bottle caps as wheels on his vegetable cart.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5 . 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。

Javon was the shortest kid in the class. It had been that way since the third grade. He’d had to ask to get his gym locker changed so that he didn’t have to struggle so much to reach it. For most kids, being short would be a problem, but Javon didn’t let being short bother him at all.

That was Javon’s attitude about most things except school work. And Javon had worked hard. By the middle of seventh grade, Javon was one of the top kids in the class. So, he hadn’t been too concerned when Mr. T announced they were starting a new unit in math. For Javon, math used to be easy. He figured that since he had ten fingers, he could do most of it. But when Mr. T threw letters into math problems, he couldn’t wrap his mind around using these letters. Mr. T had given them all sorts of rules for what to do when there were letters in math problems. But Javon couldn’t remember what they all were and he didn’t think he even understood the rules he did remember. Soon he was hopelessly lost in math class. Even worse, it was time for the class to take the chapter test.

The test was quite demanding. Javon was confused by the very first question. He was nervous and kept losing track of what he was doing. When the class period ended, he hadn’t finished all of the problems.

The day came when the class finally got their papers back. Seeing “D” written in red ink on the corner of the paper, he felt desperate. In the seat next to him, Tyler sighed slightly, catching Javon’s attention. He couldn’t help but see the big, red “C” on Tyler’s paper. He felt so upset.

When they started packing up to leave after class, Tyler accidentally told Javon he got extra time on the test. Upon hearing this, Javon burst out, “It was unfair!” He dropped his books, face hot.

注意：
1. 续写词数应为150个左右;
2. 请按如下格式在答题卡的相应位置作答。

At this very moment, Mr. T came up to see what happened to them.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eventually, Javon understood what a reading disorder was and how to ask for help.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6 . Our species’ incredible capacity to quickly acquire words from 300 by age 2 to over 1, 000 by age 4 isn’t fully understood. Some cognitive scientists and linguists have theorized that people are born with built-in expectations and logical constraints (约束) that make this possible. Now, however, machine-learning research is showing that preprogrammed assumptions aren’t necessary to swiftly pick up word meanings from minimal data.

A team of scientists has successfully trained a basic artificial intelligence model to match images to words using just 61 hours of naturalistic footage (镜头) and sound-previously collected from a child named Sam in 2013 and 2014. Although it’s a small slice of a child’s life, it was apparently enough to prompt the AI to figure out what certain words mean.   

The findings suggest that language acquisition could be simpler than previously thought. Maybe children “don’t need a custom-built, high-class language-specific mechanism” to efficiently grasp word meanings, says Jessica Sullivan, an associate professor of psychology at Skidmore College. “This is a really beautiful study, ” she says, because it offers evidence that simple information from a child’s worldview is rich enough to kick-start pattern recognition and word comprehension.

The new study also demonstrates that it’s possible for machines to learn similarly to the way that humans do. Large language models are trained on enormous amounts of data that can include billions and sometimes trillions of word combinations. Humans get by on orders of magnitude less information, says the paper’s lead author Wai Keen Vong. With the right type of data, that gap between machine and human learning could narrow dramatically.

Yet additional study is necessary in certain aspects of the new research. For one, the scientists acknowledge that their findings don’t prove how children acquire words. Moreover, the study only focused on recognizing the words for physical objects.

Still, it’s a step toward a deeper understanding of our own mind, which can ultimately help us improve human education, says Eva Portelance, a computational linguistics researcher. She notes that AI research can also bring clarity to long-unanswered questions about ourselves. “We can use these models in a good way, to benefit science and society, ” Portelance adds.

1. What is a significant finding of machine-learning research?

A．Vocabulary increases gradually with age.

B．Vocabulary can be acquired from minimal data.

C．Language acquisition is tied to built-in expectations.

D．Language acquisition is as complex as formerly assumed.

2. What does the underlined word “prompt” in paragraph 2 mean?

A．Facilitate.

B．Persuade.

C．Advise.

D．Expect.

3. What is discussed about the new research in paragraph 5?

A．Its limitations.

B．Its strengths.

C．Its uniqueness.

D．Its process.

4. What is Eva Portelance’s attitude to the AI research?

A．Doubtful.

B．Cautious.

C．Dismissive.

D．Positive.

7 . The oceans play a crucial role in lightening global warming by absorbing carbon dioxide emissions. However, in a study conducted by the University of Texas, researchers found that the oceans’ capacity to absorb carbon dioxide (CO₂) would reach its maximum by 2100 and decrease to half of its current efficiency by 2300, based on a climate simulation (模拟) that was set for a worst-case emissions scenario (设想).

The decline happens because of a surface layer of low-alkalinity (碱度) water that can hinder the ability of the oceans to absorb CO₂. Alkalinity affects how much CO₂ can dissolve in seawater. Although the emissions scenario used in the study is unlikely because of global efforts to limit greenhouse gas emissions, the findings reveal a previously unknown tipping point that if activated would release an important brake on global warming.

“We need to think about these worst-case scenarios to understand how our CO₂ emissions might affect the oceans not just this century, but next century and the following centuries. Climate simulations had previously shown that the oceans slow their absorption of CO₂ over time, but none had considered alkalinity as an explanation. We recalculated pieces of a 450-year simulation until we hit on alkalinity as a key cause of the slowing.” said Megumi Chikamoto, who led the research at the University of Texas Institute.

The effect begins with extreme climate change, which slows ocean currents. This leaves the surface of the oceans covered in a warm layer of fresh water that won’t mix easily with the cooler, more al kaline waters below it. That means more of it is left behind in the atmosphere. This in turn produces faster warming, which sustains and strengthens the low-alkalinity surface layer. Co-author, Pedro DiNezio, said that the discovery was a powerful reminder that the world needs to reduce its CO₂ emissions to avoid crossing this and other tipping points.

1. What may happen after the year 2300?

A．More CO₂ will be absorbed by the oceans.

B．The oceans will lose all their current efficiency.

C．The world will face even more severe warming.

D．The oceans will be less crucial to global warming.

2. What does the underlined word “hinder” in paragraph 2 probably mean?

A．Improve.

B．Weaken.

C．Protect.

D．Control.

3. What does Megumi Chikamoto say about the oceans?

A．Finding why they slow CO₂ intake is hard.

B．Their ability to absorb CO₂ is at their maximum.

C．They will decide on the future of human beings.

D．They will slow down CO₂ absorption very quickly.

4. Where is this text probably taken from?

A．A biology textbook.	B．A government report.
C．Science fiction.	D．An environmental journal.

8 . Anytime I travel on my bicycle across the country, I’m always amazed by how kind people can be to strangers.

One night, my friends and I were camping in a town in Missouri. There was a severe storm and we were getting ______ . A complete stranger came by to ______ us that there were tornadoes(龙卷风)heading our way. The stranger invited us to his home. We were surprised by his ______ for our safety. Later we learned that there had been a lightening strike near the place where we had camped and several cattle had been ______

Fortunately, we spent the night in a nice dry home. We were ______ given the opportunity to take a shower. The next morning we had breakfast with the family and ______ contact information. In a way we felt like the family had become a part of our journey. This was one of the most heartwarming ______ of my life because this family had nothing to ______ by being so kind to us. We were ______ not the type they would usually ______ but they treated us with respect and kindness.

The kindness of a stranger always ______ my faith in humanity. Whatever the person ______ always comes with no strings attached and that’s the most _____ part.

That family _____ us so much that during the rest of the trip, we _____ others out every chance we got. We even bought food with our busking(街头卖艺) tips for the homeless. It’s always heartwarming when giving feels as good as receiving.

1.

A．annoyed

B．impatient

C．excited

D．nervous

2.

A．warn

B．show

C．convince

D．guarantee

3.

A．demand

B．concern

C．desire

D．responsibility

4.

A．drowned

B．deserted

C．killed

D．trapped

5.

A．even

B．merely

C．often

D．simply

6.

A．submitted

B．exchanged

C．checked

D．updated

7.

A．experiences

B．messages

C．traditions

D．comments

8.

A．fear

B．order

C．gain

D．offer

9.

A．especially

B．officially

C．occasionally

D．definitely

10.

A．ask about

B．complain about

C．agree with

D．associate with

11.

A．reveals

B．shakes

C．strengthens

D．shapes

12.

A．states

B．wishes

C．saves

D．gives

13.

A．impressive

B．practical

C．satisfactory

D．evident

14.

A．funded

B．inspired

C．owed

D．delighted

15.

A．drove

B．sought

C．helped

D．pointed

9 . I didn’t go to Santiago, Chile to look for friendship. In fact, Chile was not even on my wish list.

A mid-life crisis woman, I got a chance to study abroad. I only wanted to learn about global business, taste South American cuisine, and check “study abroad” off my wish list.

On the fifth day, I joined a group for a neighborhood work project aided by the anti-poverty (扶贫) organization. Our tasks were to build a water tower and paint the community center. Upon arrival, I couldn’t believe my eyes. It was like a scene out of a horrible film. That moment redefined poverty for me because I had never seen such terrible living conditions. As advised, I showed no signs of the motional battle going on inside me.

Just as I was about to start work on painting, a request came through for a few volunteers to help Nadia, a local resident who volunteered to cook for us. I raised my hand to help because I wanted spend time with the people of the neighborhood despite my shortage of Spanish speaking skills.

Nadia had a sincere smile but not overly friendly. Even without speaking each other’s language we started to learn about one another. We chatted about our children, our upbringing, shared picture of our family, struggled to instruct each other to communicate in the other’s language, and laugh many times.

After we fed everybody and the dishes were washed, my day was over. But I found myself hesitant to leave. It was as if I had known her my entire life. I had not predicted the unselfishness heart I would encounter, and it was moving.

As we were waiting for the car to pick us up, Nadia showed me her plants that are well-maintains. I could see that despite the hard conditions she was passionate about life. She made me long to be stronger person. She showed me that poverty was external, but happiness was internal. I was seeking to give 100 percent for a well-intentioned cause, but I left receiving 200 percent from her.

1. What was the author’s initial purpose of going to Chile?

A．To find new friends while traveling.	B．To participate in an anti-poverty project.
C．To fulfill the desire to study abroad.	D．To gain a graduate certificate in business.

2. What did the author do after seeing the living conditions in the neighborhood?

A．She decided to relieve the poverty.	B．She kept her emotions well hidden.
C．She comforted the shocked volunteers.	D．She refused to continue the present task.

3. Why did the author volunteer to work with Nadia?

A．She felt very sympathetic toward Nadia.

B．She longed to interact with the local residents.

C．She wanted to improve her Spanish speaking skills.

D．She preferred cooking to painting the community center.

4. What did the author learn from Nadia?

A．True friends are never apart in heart.

B．Happiness is defined by a positive attitude.

C．Language is not a barrier to great connections.

D．Unselfishness is putting others before ourselves.

10 . 听下面一段较长对话，回答以下小题。
1. Who does the woman travel with?

A．Her classmates.

B．Her parents.

C．A travel guide.

2. Where does the woman want to travel at first?

A．Beijing.

B．Dunhuang.

C．Xi’an.

3. Why does the woman refuse to travel to Mogao Caves?

A．Her parents are busy.

B．She isn’t interested in it.

C．Her parents don’t like it.

4. What does the man advise the woman to do in Beijing?

A．Taste Peking duck.

B．Visit the Great Wall.

C．Tour the Palace Museum.