1. What is the man’s job about?
| A．Observing the planets. |
| B．Teaching others knowledge. |
| C．Going into space to do research. |
| A．Mars. | B．Venus. | C．The Moon. |
| A．At the man’s office. |
| B．At a café. |
| C．At her home. |
| A．Go home. |
| B．Have lunch. |
| C．Use the telescope. |
2 . Not much trash and almost no plastic actually gets recycled. About a third of U.S. garbage gets recycled, according to the Environmental Protection Agency’s most recent estimate. The rest goes to landfills, which release greenhouse gases into the atmosphere and pollute their surroundings.
To make recycling easier, many U.S. cities don’t ask Americans to separate paper, glass, metal and plastic. ‘They just ask people to put anything recyclable into one bin and let waste plants do the sorting. But waste plants don’t catch everything. AI is now an essential tool for the world’s waste management leaders. Greyparrot, a tech company has already installed more than l00 AI trash spotters in about 50 sorting facilities.
Greyparrot’s device is, basically, a set of visual and infrared (红外线的) cameras hooked up to a computer, which monitors trash as it passes by on a conveyor belt and labels it under 70 categories, from loose bottle caps to books to aluminum cans. Waste plants could connect these AI systems to sorting robots to help them separate trash from recyclables more accurately. They could also use the AI as a quality control system to measure how well they’re sorting trash from recyclables. That could help plant managers adjust their production lines to cover more recyclables, or cheek that a bundle of recyclables is free of pollutants, which would allow them to sell at a higher price.
In the next few years, some recycling companies plan to retrofit (改良) thousands of material- recovery facilities with Al trash - spotting tools. Of these companies, Bollegraaf has built thousands of these facilities, including 340 in North America, accounting for a majority of the recovery plants in the world.
The trash-spotting computers could one day help regulators punish companies that produce tsunamis of non - recyclable packaging because the AI systems are so accurate that they can identify the brands on individual items. Putting the AI tools in thousands of waste plants can raise recycling percentage. If the needle can be moved by even 5 to 10 percent, that would be a phenomenal outcome for greenhouse gas emissions and environmental impact.
1. What does the author want to show in paragraph 1?| A．People pay little attention to environmental protection. |
| B．Greenhouse gas is a major contributor to air pollution. |
| C．Americans show little enthusiasm for recycling. |
| D．All trash has not been recycled in the US. |
| A．By working with sorting robots. |
| B．By adjusting the production line. |
| C．By monitoring the conveyor belt. |
| D．By controlling cameras in a computer. |
| A．They are well received. |
| B．They are highly profitable. |
| C．They have unpredictable prospect. |
| D．They present a challenge for regulators. |
| A．The Use of the Useless |
| B．AI Assistants in Recycling |
| C．A Pressing Trash Issue in US |
| D．AI Tools with Great Potential |
3 . Sora, a new AI model developed by the company OpenAI — creator of chatbot ChatGPT — has recently become a global focus. The text-to-video artificial intelligence technology has the potential to make a revolution in video industries.
Sora can generate videos up to a minute long while maintaining visual quality and respond to user prompts, OpenAI said. It is able to generate complex scenes with multiple characters, specific types of motion, and accurate details of the subject and background.
Liu Xingliang, director of the Beijing-based Data Center of China Internet, said Sora is undoubtedly a major breakthrough for AI. “It not only demonstrates AI’s advanced ability to understand and create complex visual content, but also brings about opportunities and challenges for video content creation, entertainment, film and television production industries. The video-generation model will help video content creators to turn their ideas into reality at a faster speed and at a lower cost, and offer audiences richer and more diverse visual experiences,” Liu said, adding that AI is expected to play a more important role in all aspects of human lives in the future.
Meanwhile, the use of text-to-video AI models raises concerns about ethics, copyright protection, personal privacy and data security, experts said. How to ensure the authenticity and transparency of the content has become an important issue, and more efforts are needed to formulate rules and regulations to ensure the healthy development of such technology.
Zhou Hongyi, founder of Chinese company 360 Security Group, said: “Sora might bring a huge disruption to the advertising industry, movie trailers and short video industry, but it may not necessarily beat TikTok quickly. It is more likely to become a creative tool for TikTok.”
1. According to the text, what is the possible function of Sora?| A．Writing an essay. | B．Drawing an image. |
| C．Generating a movie. | D．Composing a song. |
| A．By reducing the time of making a video. |
| B．By adding the cost of making a video. |
| C．By offering audiences a single visual experience. |
| D．By helping the creators copy other’s ideas. |
| A．The significance of Sora. | B．The potential risks of Sora. |
| C．The working principles of Sora. | D．The functions of Sora. |
| A．Sora is important in all aspects of human lives. |
| B．Sora will replace the traditional video industry. |
| C．Sora poses huge risks to TikTok. |
| D．Sora is a double-edged sword. |
4 . During space missions, astronauts can experience a loss of some of the inner structural support in their bones. For trips in space lasting at least six months, that loss is equal to about 20 years of aging. Luckily, a new study finds a year back on Earth rebuilds half of the strength lost in the affected bone.
Exercise scientist Leigh Gabel was part of a team that tracked 17 astronauts, each of whom had spent four to seven months in space. The team measured the 3-D structure of bone. They focused on the structure of the tibia (胫骨) and the lower-arm bone. The researchers took images of the bones 3 times—before spaceflight and again six months and one year later when the astronaut s returned home from space. From these pictures, Gabel’s team calculated an astronaut’s bone strength and density (密度) at each of those times.
What did they find through comparison of the pictures? Astronauts in space for less than six months regained their preflight bone strength after a year back on Earth. But those who stayed in space longer suffered permanent hone loss in their tibias. That loss was equal to a decade of aging. The lower-arm bones showed almost no loss. That was likely because these aren’t weight-bearing hones on Earth, Gabel explains. In fact, those arms can get a bigger workout in space than on Earth as astronauts use them to move around their craft by pushing off handles and doors.
“Inereasing weight-lifting exercises in space could help alleviate (缓解) bone loss in the legs,” says Steven Boyd, also in exercise scientist.
“With longer spaceflight, we can expect bigger bone loss—and probably a bigger problem with recovery,” says physiologist Laurence Vico. “Space agencies should also consider other bone health measures, such as nutrition, to reduce bone loss and increase bone formation.”
1. Why did Gabel’s team take pictures at different times?| A．To offer evidence for their predictions. |
| B．To show their respect for the astronauts. |
| C．To compare the changes in the astronauts’ bones. |
| D．To find out the proper length of staying in space for astronauts. |
| A．A spaceflight in less than half a year does no harm to astronauts. |
| B．Astronauts coming back from a spaceflight look much older. |
| C．Astronauts can avoid bone loss through doing enough exercise. |
| D．There is almost no difference in the astronauts’ lower-arm bones. |
| A．People on Earth never suffer bone loss. |
| B．The finding of the new study is good news for astronauts. |
| C．The 17 astronauts knew the bone loss before their spaceflights. |
| D．Astronauts can regain their bone strength as soon as they return to Earth. |
| A．How to prevent bone loss in space. |
| B．Problems faced by astronauts in space. |
| C．Astronauts’ suffering from bone loss in space. |
| D．Astronauts’ contributions to the development of science. |
1. What are the speakers mainly talking about?
| A．A certain ball made in space. |
| B．A research plan made in space. |
| C．A problem in making things in space. |
| A．Children’s games. | B．Medical research. | C．Earth protection. |
| A．To keep them smaller. |
| B．To keep them perfectly round. |
| C．To produce them more cheaply. |
6 . ChatGPT, the new artificial-intelligence technology created by Open AI, has many worrying about the future of education. The two largest public school districts, New York and Los Angeles, have banned the chatbot from their devices and networks, concerned that students may use it to cheat on assignments. Though ChatGPT’s capabilities are limited, it will likely continue to disrupt education as the technology advances.
But educators needn’t fear this change. Such technologies are transformative, but they threaten only the information-centric type of education that is failing to help students succeed. What young people need today is educational models that help them take ownership of their studies. They need instruction that equips them with real-life skills and prepares them for an economy in which rote, mechanical tasks will be increasingly performed by machines. AI may be a useful invention that hastens much-needed educational reform.
Practicing skills to enhance one’s facility with reasoning, analysis and argumentation — rather than memorizing basic information — should be central to learning. These are skills young people will need in future careers and, most important, that AI can’t replicate. Our experience with AI is perhaps best understood when compared with previous disruptions in education. When printed books, for example, began to emerge in the mid-1400s with the advent of the movable type, one can imagine university professors feared that students wouldn’t need to come to class because they could simply buy the book.
Yet in practice, printing had the opposite effect: The number of universities exploded along with the total number of books. The new technology disrupted the mechanical aspect of education, but in doing so it allowed educators to refocus on higher-level skills — the strategic elements rather than the tactical. The same followed the introduction of calculators and spreadsheets, which freed up time that would have been spent memorizing rote algorithms for mathematical problems.
This change didn’t make the underlying skills unnecessary; it merely transformed what could be done with them. The effect of such technology as ChatGPT will likely be similar. The AI will serve as an information-gathering and mechanical-organizing tool, but it won’t eliminate the fundamental need for critical thinking. These skills will persist and only increase in value. Therefore, schools must remember that the value created by education isn’t a head full of facts but a person with the skill to use these facts with the tools available to magnify his effect in the world. AI is best seen as another of these tools, which, when used strategically, can unleash student learning and performance in ways not yet seen.
1. What does this change refer to in Paragraph 2?| A．Some public school districts have banned from their devices and networks. |
| B．The information-centric type of education is failing to help students succeed. |
| C．Artificial-intelligence technology keeps making new progress nowadays. |
| D．The development of AI is making a difference to the traditional education. |
| A．the new technology disrupts education in our previous experience |
| B．the movable type printing negatively impacts our university teaching |
| C．such technology helps shift our attention to students’ higher-level skills |
| D．AI frees us from memorizing rote algorithms for mathematical problems |
| A．instruct students in obtaining as many facts as possible |
| B．adopt teaching strategies to enhance students’ performance |
| C．equip students with necessary skills with the help of AI |
| D．teach students to magnify the effect of tools in the world |
| A．AI can save education from itself | B．ChatGPT disrupts educational reform |
| C．AI raises worries about school education | D．ChatGPT transforms education at all levels |
7 . (CNN) —European Union lawmakers struck a deal Friday agreeing to one of the world’s first major comprehensive artificial intelligence laws.
The landmark legislation, called the AI Act, sets up a regulatory (监管) framework to promote the development of AI while addressing the risks associated with the rapidly developing technology. The legislation bans harmful AI practices “considered to be a clear threat to people’s safety, livelihoods and rights”.
In a news conference, Roberta Metsola, the president of the European Parliament, called the law “a balanced and human-centered approach” that will “no doubt be setting the global standard for years to come”.
The regulatory framework, which classifies AI uses by risk and increases regulation on higher risk levels, was first proposed in 2021. The riskiest uses for AI are banned. According to the law, those include systems that exploit specific disadvantaged groups, biometric identification systems for law enforcement purposes and artificial intelligence that arranges controllable “subconscious techniques”. Limited risk systems, such as chat-bots like Open AI’s ChatGPT, or technology that generates images, audio or video content, are subject to new transparency (透明) duties under the law.
“The AI Act is much more than a rulebook—it’s a launchpad for EU start-ups and researchers to lead the global AI race,” Thierry Breton, the EU Commissioner for Internal Market, wrote on social media, “The best is yet to come.”
Artificial intelligence broke into the mainstream with the launch of OpenAI’s ChatGPT chat-bot in November 2022. Seemingly overnight, generative AI technology exploded in popularity and spurred an AI arms race. But AI’s disturbance reaches far beyond the world of big tech: Educators have struggled with generative AI’s ability to complete schoolwork assignments; artists and musicians have fought with the potential for Al-fueled imitation (模仿) and even the media industry has seen its debate.
1. What is the text?| A．A short story. | B．An art review. | C．A news report. | D．A research paper. |
| A．AI risk regulation, | B．AI risk classification. |
| C．AI regulatory framework. | D．AI regulatory framework usage. |
| A．Positive. | B．Indifferent. | C．Disapproving. | D．Suspicious. |
| A．Ruined. | B．Caused. | C．Updated. | D．Interrupted. |
8 . In January 2020, I left for a mission, along with a 75-person crew. I had got to know everyone quite well, which made me feel confident that everything would run smoothly. The main goal of the mission was to voyage through the water, identifying boats and aircraft with our sensors while remaining undetected. We were the eyes and ears of the French navy, 300 metres under the ocean.
Being in a submarine (潜水艇) is a bit like being in a spaceship. Letters from family were allowed to keep crew members motivated, but for safety and caution, all communication from the crew’s families was seen first by navy staff who removed any content that could cause panic on board.
In February 2020, as Covid-19 started to emerge in Europe, the navy began to block all Covid-19-related news in our life. Throughout March and April, we had no idea that Covid-19 was even a thing, let alone that France was under strict lockdown.
The day finally came when we were set to come back. The radio channels on the submarine announced the news: “There is a deadly virus, and the country is locked down.” Actually, the information didn’t make any sense to me at that time. “Lockdown” was a new word to me. I didn’t know what to expect.
When I got out of the submarine. I got my phone back and received weeks’ worth of panicked messages. I took a train back to Paris, where my family lives, and was completely lost. People had masks and gloves on. I put over my mouth a fireproof mask that had been given to me by the navy. I just thought, everyone is hiding their mouths, so I’ll do it, too, even though I didn’t know why.
1. What can we know about the mission?| A．It lasted for 3 months. | B．75 persons participated in it. |
| C．It served for the French navy. | D．Its main task was to explore the ocean. |
| A．His grandfather passed away. | B．His mother came across an accident. |
| C．His girlfriend would break up with him. | D．His son was elected captain of the soccer team. |
| A．Cellphone access. | B．Submarine sensors. |
| C．Calls from families. | D．Radio channels broadcast. |
| A．Confused. | B．Relaxed. | C．Excited. | D．Panicked. |
9 . Nick Verel, a 53-year-old kidney transplant (肾脏移植) recipient in Ohio, should have been near the top of the list to receive a COVID-19 vaccine (疫苗). Yet like millions of others, he wasn’t having any luck scheduling an appointment. Nick would sit with computers on his lap trying for hours to book an appointment on different sites, which ended up in vain no matter how concentrated he was. “I felt hopeless,” Nick says.
Then he heard about Zwinggi, a 40-year-old mother of three who was helping to secure appointments for vulnerable individuals like Nick. So he messaged Zwinggi on Facebook: Can you help? Thirty-five minutes later, Zwinggi reported back — Nick successfully had an appointment to get the vaccine.
The underlined words “vulnerable individuals” in paragraph 2 refer to those ______.| A．who are too old to book an appointment | B．who need vaccine badly with serious disease |
| C．who have little experience with computers | D．who have little spare time with many kids |
10 . When you think about it, food is an important part of our lives. Family gatherings center around food and the celebration of major life events and milestones involves food in one way or another. The same holds true for us here on the Space Station. Food is important and ends up usually being a topic of discussion for almost every crew.
......
Our food also comes packaged in many ways. But no matter what the form of the food though, you still have the same problem eating it- - you do not want it flying away from you and making a mess when you open it up. In this case a little bit of extra water is extremely helpful. It keeps the food kind of sticking together and to the package and to your spoon. Small things do escape from time to time, but we really try hard to minimize the random flying food problem. That is enough for now! Next time I will write about how to cook in space.
Where is the text most probably taken from?| A．A food magazine. | B．An astronaut’s journal. |
| C．A sci-fi handbook. | D．A space history website. |
