1. What does Jim like?
A.Antiques. | B.Chinese culture. | C.Valuable paintings. |
A.They used Jim’s key. |
B.They broke the window. |
C.They knocked at the door. |
A.Jim’s watch. | B.Jim’s phone. | C.Jim’s iPad. |
A.Jim. | B.David. | C.Jack. |
2 . Children as young as ten are becoming dependent on social media for their sense of self-worth, a major study warned.
It found many youngsters (少年) now measure their status by how much public approval they get online, often through “likes”. Some change their behavior in real life to improve their image on the web.
The report into youngsters aged from 8 to 12 was carried out by Children’s Commissioner (专员) Anne Longfield. She said social media firms were exposing children to major emotional risks, with some youngsters starting secondary school ill-equipped to cope with the tremendous pressure they faced online.
Some social apps were popular among the children even though they supposedly require users to be at least 13. The youngsters admitted planning trips around potential photo-opportunities and then messaging friends — and friends of friends — to demand “likes” for their online posts.
The report found that youngsters felt their friendships could be at risk if they did not respond to social media posts quickly, and around the clock.
Children aged 8 to 10 were “starting to feel happy” when others liked their posts. However, those in the 10 to 12 age group were “concerned with how many people like their posts”, suggesting a “need” for social recognition that gets stronger the older they become.
Miss Longfield warned that a generation of children risked growing up “worried about their appearance and image as a result of the unrealistic lifestyles they follow on platforms, and increasingly anxious about switching off due to the constant demands of social media”.
She said: “Children are using social media with family and friends and to play games when they are in primary school. But what starts as fun usage of apps turns into tremendous pressure in real social media interaction at secondary school.”
As their world expanded, she said, children compared themselves to others online in a way that was “hugely damaging in terms of their self-identity, in terms of their confidence, but also in terms of their ability to develop themselves”.
Miss Longfield added: “Then there is this push to connect — if you go offline, will you miss something, will you miss out, will you show that you don’t care about those people you are following, all of those come together in a huge way at once.”
“For children it is very, very difficult to cope with emotionally.” The Children’s Commissioner for England’s study — Life in Likes — found that children as young as 8 were using social media platforms largely for play.
However, the research — involving eight groups of 32 children aged 8 to 12 — suggested that as they headed toward their teens, they became increasingly anxious online.
By the time they started secondary school — at age 11 — children were already far more aware of their image online and felt under huge pressure to ensure their posts were popular, the report found.
However, they still did not know how to cope with mean-spirited jokes, or the sense of incompetence they might feel if they compared themselves to celebrities (名人) or more brilliant friends online. The report said they also faced pressure to respond to messages at all hours of the day — especially at secondary school when more youngsters have mobile phones.
The Children’s Commissioner said schools and parents must now do more to prepare children for the emotional minefield (雷区) they faced online. And she said social media companies must also “take more responsibility”.
They should either monitor their websites better so that children do not sign up too early, or they should adjust their websites to the needs of younger users.
Javed Khan, of children’s charity Barnardo’s, said: “It’s vital that new compulsory age-appropriate relationship and sex education lessons in England should help equip children to deal with the growing demands of social media.
“It’s also hugely important for parents to know which apps their children are using.”
1. Why did some secondary school students feel too much pressure?A.They were not provided with adequate equipment. |
B.They were not well prepared for emotional risks. |
C.They were required to give quick responses. |
D.They were prevented from using mobile phones. |
A.they didn’t adequately check their users’ registration |
B.they organized photo trips to attract more youngsters |
C.they encouraged youngsters to post more photos |
D.they didn’t stop youngsters from staying up late |
A.less friendliness to each other |
B.lower self-identity and confidence |
C.an increase in online cheating |
D.a stronger desire to stay online |
A.circulate their posts quickly |
B.know the qualities of their posts |
C.use mobile phones for play |
D.get more public approval |
A.The influence of social media on children. |
B.The importance of social media to children. |
C.The problem in building a healthy relationship. |
D.The measure to reduce risks from social media. |
3 . Norwood was driving last February. The laughter and chatter from the four teenage girls inside her car quickly gave way to screams — another car T-boned (T形撞击) them, sending their car
Shaken, but otherwise OK, she crawled out through the window. With two of her friends, who’d also managed to
But halfway, she realized that Simmons wasn’t with them.
Had the accident happened earlier, she might not have known what to do. But Norwood, who wants to pursue a
A.taking | B.sailing | C.putting | D.looking |
A.crashed | B.broke | C.turned | D.changed |
A.enjoy | B.energize | C.employ | D.free |
A.fortune | B.car | C.life | D.fellow |
A.Desperately | B.Innocently | C.Carefully | D.Luckily |
A.silent | B.frozen | C.unconscious | D.clumsy |
A.land | B.hospital | C.comfort | D.safety |
A.controlled | B.checked | C.adjusted | D.observed |
A.option | B.significance | C.way | D.sign |
A.potential | B.career | C.trend | D.belief |
A.trained | B.devoted | C.entered | D.competed |
A.staring | B.feeding | C.breathing | D.whispering |
A.wonder | B.problem | C.doubt | D.response |
A.rescued | B.rushed | C.examined | D.guaranteed |
A.astonished | B.embarrassed | C.confused | D.injured |
4 . Will your job be done by a robot in the future? Bank of England economist s predict that almost half of all UK jobs are under threat of automation. But could even the admired profession of teaching soon have to compete against powerful electronic educators?
At first glance, teaching might seem impossible to be replaced by robots. Teachers use a range of soft skills that machines find hard to copy exactly. They judge pupils’ needs and tailor feedback accordingly. They adapt materials to make them more engaging and effective. And they provide kind care: looking out for students who drop behind or disturb the class.
Despite that, some believe the future of education will be technological. Futurist Thomas Frey, from Business Insider magazine, predicts that “by 2030 the largest company on the internet is going to be an education-based company that we haven’t heard of yet.”
He thinks that ‘bots’— online robot teachers will make education so efficient that students will be able to compress (压缩) an entire undergraduate degree into six months of learning. A bot learns what your “idiosyncrasies” “interests” and “reference points” are, “and it figures out how to teach you in a faster and faster way over time,” according to Frey.
Whether or not such incredible speeds will be reached over the last decade, there has been a huge increase in online learning platforms. Companies such as Udemy and Khan Academy produce courses that allow millions to learn at home for free at their own pace. But there are limitations. Without the face-to-face inspiration of a classroom environment, the majority of students fail to complete online courses. How to keep motivation to learn is one more skill that online teachers will need to master.
Indeed, Frey admits there is some way to go: “Nobody has quite cracked the code for the future of education.” What do teachers themselves think about this? Professor Donald Clark from Derby University in the UK thinks that we should accept change, even though people will lose their jobs.
1. What’s the second paragraph mainly about?A.Teaching by robots can be replaced. | B.The advantages of face-to-face teaching. |
C.Human teachers will be replaced by robots. | D.The potential of the electronic educators. |
A.Personalities. | B.Senses. | C.Nationalities. | D.Families. |
A.To tell how online learning is progressing. | B.To show the significance of online learning. |
C.To explain people how online learning works. | D.To suggest the shortcomings of online learning. |
A.How robots will change in the future. | B.How artificial intelligence will destroy jobs. |
C.How educators will meet the future challenge. | D.How electronic educators will lose their jobs. |
5 . In Sweden, many teachers have been putting emphasis (强调) on printed books, quiet reading time and handwriting practice, and devoting less time to tablets, independent online research and keyboarding skills.
The return to more traditional ways of learning is a response to experts questioning whether Sweden’s comprehensive (全面的) digitalised approach to education had led to a fall in basic skills.
Sweden’s minister for schools, Lotta Edholm, is one of the biggest critics (批评者) of the comprehensive acceptance of technology. “Sweden’s students need more textbooks,” he said, “Physical books are important for student learning.”
Although Sweden’s students score above the European average for reading ability, an international assessment of fourth-grade reading levels, the Progress in International Reading Literacy Study (PIRLS), showed a drop among Sweden’s children between 2016 and 2021. In 2021, Swedish fourth graders averaged 544 points, a drop from the 555 average in 2016.
This may suggest a growing number of immigrant (移民) students who don’t speak Swedish as their first language, but overuse of screens during school lessons may cause youngsters to fall behind in subjects, education experts say.
The rapid adoption (采用) of digital learning tools also has drawn concern from UNESCO. In a report published in August, UNESCO issued a call for proper use of technology in education. The report calls countries to speed up Internet connections at schools, but at the same time warns that technology in education should be used in a way that never takes the place of in-person, teacher-led instruction.
In the Swedish capital, Stockholm, Liveon Palmer, a third grader at Djurgardsskolan elementary school, agreed with the idea of spending more school hours offline. “I like writing more in school, like on paper, because it just feels better,” he said.
1. According to many teachers in Sweden, how should technology be used?A.It should be used less in education. |
B.Digital devices should be better used. |
C.Teaching equipment should be updated or replaced. |
D.More importance of it should be attached to education. |
A.It’s higher than in the past. |
B.It’s above the world average. |
C.It tends to fall in recent years. |
D.It scores the highest in Europe. |
A.Avoid online safety risks. |
B.Improve school networking. |
C.Focus on face-to-face communication. |
D.Carry on teacher-centered instruction. |
A.They demand to spend more time offline independently. |
B.They would use physical books rather than digital tools. |
C.They would like to study offline when they are at home. |
D.They prefer to stay offline to maintain healthy relationships. |
6 . New research from the University of Portsmouth has shown a marked increase in shipping in the North East Atlantic. Scientists now warn that more monitoring is required to help protect sea life.
Researchers at the University of Ponsmouth have discovered that rates (率) of shipping in the North East Atlantic area rose by 34 per cent in a five-year period. The research is the first detailed survey of shipping activity in the North East Atlantic. Researchers used data from over 530 million vessel (船) positions recorded by Automatic Identification System(AIS). They looked at the change in shipping between 2013 and 2017 across ten different vessel types. In total the study area covered 1.1 million km², including waters off Belgium, Denmark, France, Germany,Iceland, Ireland, The Netherlands, Norway, Portugal. Spain, and the UK.
Lead author, James Robbins said: “This change is likely to put more pressure on the marine (海洋的) environment, and may influence the protection of at-risk species. Renewed monitoring effort is needed to make sure that protective measures are enough to save species under threat in a changing environment.”
Some of the greatest shipping increases were found in areas close to the Spanish coast. The Espacio Marino de la Costa da Morte saw a rise of 413 percent in vessel activity. It is an area used to protect seabirds.
Dr. Sarah Marley, Visiting Researcher at the University of Portsmouth, said: “Shipping is the most widespread human activity in our oceans, carrying a set of threats-from unnoticeable effects like underwater noise pollution to serious results when ships hit whales.”
Professor Alex Ford. from the University’s Institute of Marine Sciences, said: “Given the well-documented effects that shipping can have on the marine environment, it is necessary that this situation continues to be monitored-particularly in areas used to protect vulnerable (脆弱的) species which may already be under pressure.”
1. What can we say about the new research?A.It started in 2013. | B.It is the first of its kind. |
C.It was carried out by AIS. | D.It covers the whole Atlantic. |
A.Rapid population growth. |
B.Rising global temperatures. |
C.The huge increase in shipping. |
D.The disappearance of marine life. |
A.Shipping plays an important role in the local economy. |
B.Shipping can be a danger to the marine environment. |
C.Noise pollution is closely related to human activity. |
D.Marine areas should be monitored more carefully. |
A.New waterways across the Atlantic |
B.The shipping industry in the North East Atlantic |
C.New research opens windows into life under the water |
D.Sea life needs better protection from an increase in shipping |
7 . Santosh Jadhav, a 28-year-old farmer from Maharashtra’s Sangli district, had never dreamed he would be trending on YouTube tending to his land. But as you watch his videos on Indian Farmer—the channel he runs with his friend, Akash Jadhav, 27—you quickly understand why he is attracting millions of views.
Set up in 2018, Indian Farmer was a result of the two friends’ love of farming, technology and filmmaking. Their videos offer tips, advice and information on various aspects of agriculture, including direct-farming techniques, agriculture-related activities, new farming tools, and agricultural apps. In addition to explaining how agricultural markets function, the channel shares success stories from across the country. A section that draws the most attention features workable solutions to everyday problems and do-it-yourself mechanical quick-fixes.
“We were looking to do something together. Agriculture was something we had in common. Plus, we were young and idealistic—we wanted to do something with a social impact,” says Santosh.
The channel has certainly made a mark, as the numbers show. Since 2018, their channel has built a user base of 21.5 million, thanks to the affordable mobile data revolution and the increasing popularity of smartphones in India. While Akash takes charge of the production side of things, Santosh offers his hands-on knowledge obtained from running his family farm. According to them, the Indian Farmer channel adds an average of 60,000 subscribers and earns between 70,000 and 100,000 in revenue every month.
“Knowledge in this sector is often inter-generational: a farmer is limited to what the others nearby know and do. There was very little by way of books or culture channels that addressed the needs, mistakes and scarcities of farmers. Social media has changed things, enabling cross-sharing of knowledge, all for free,” Akash says.
1. What’s the channel’s most popular section?A.Inspiring stories. | B.Advanced tools. |
C.Practical solutions. | D.Agricultural activities. |
A.Experienced and sociable. | B.Cooperative and devoted. |
C.Conservative and diligent. | D.Courageous and humorous. |
A.To show the economic gains. | B.To imply the cooperation relationship. |
C.To highlight social media engagement. | D.To indicate the success of the channel. |
A.Resources were available to address farmers’ needs. |
B.Farming knowledge relies on books and the Internet. |
C.Agricultural modernization is dependent on technology. |
D.Social media facilitates free knowledge exchange in agriculture. |
8 . Traditionally, the number of meaningful social relationships one can maintain is around 150. This concept finds its roots in the natural development of the human brain. However, in the digital age, where our social connections extend far beyond the geographical boundaries (界限), we easily create more connections with the help of the rising online platforms. Then, a question arises: Does the digital age rewrite the rules of social connection?
A study published in Cyberpsychology, Behavior, and Social Networking explored the effect of social media usage on the size of social circles and the closeness of relationships. The researchers found that more time spent on social media made for a larger number of online “friends,” but not a larger number of offline friends. Further, the findings were not linked to feelings of closeness towards online or offline friends.
Another study from the European Journal of Information Systems studied the link between social media usage and “social overload” — the feeling that too much of the energy for socializing is being used up by online relationships. The authors found that social media usage directly contributed to the experience of social overload, related to digital tiredness and dissatisfaction with social media.
With social media platforms rising, one’s ability to connect with people challenges the traditional concept. The brain, used to manage a limited number of relationships, now fights against the difficulties of dealing with a large number of digital connections, leading to a less attention and feeling investment (投入) in a relationship. And the online shallow connections can not develop meaningful, lasting relationships that stand the test of digital distance.
Therefore, in the digital age’s social whirlwind, instead of drowning (淹没) in a sea of weak interaction (互动), choose to engage in meaningful conversations and focus on the handful of relationships that truly fit your heart. Hug the beauty of face-to-face connections, allowing the richness of human interaction to flower beyond the digital world. By doing so, we create digital and physical spaces that truly improve our well-being.
1. Why did the author mention the traditional concept in the first paragraph?A.To tell a story. | B.To develop the topic. |
C.To show his sincerity. | D.To give an example. |
A.Online relationships were closer. |
B.Spending more time online improved one’s health. |
C.Social media usage had no effect on one’s social circles. |
D.The large online social circles didn’t mean the large number of offline friends. |
A.It resulted in one’s less attention to a relationship. |
B.It caused the brain to break down and damaged the health. |
C.It led to expression errors when one socialized with friends. |
D.It developed shallow connections that stand the test of distance. |
A.Offline Relationships: The Source of Well-being. |
B.Social Overload: Do You Have Too Many Friends? |
C.Social Media: The Bridge of People’s Connections? |
D.Online Friends: The Cause of Digital Dissatisfaction. |
9 . The project, called Nemo’s Garden, is the brainchild of Sergio Gamberini, a chemical engineer who runs a scuba (水肺) diving business. In 2013, he was chatting with local farmers when he came up with the idea. Several days later, he dived to the bottom of Noli’s bay and placed a vase with seeds inside a plastic balloon. After 48 hours, the seeds were coming up and Gamberini decided to scale up the experiment.
Nemo’s Garden’s key innovation, a sub-water biosphere, is a unique type of underwater greenhouse. It can use the ocean’s positive environmental factors, temperature stability, evaporative water generation, CO2 absorption, the abundance of oxygen, and inherent protection from pests, to create an environment ideal for crop cultivation. The plants are fed by a hydroponic (水耕法) system. Water is generated from salt-water evaporating and then condensing (冷凝), so no additional fresh water source is required. Additional power for lighting, pumps and sensors is provided by wind generators and solar panels situated on the surface. This makes the entire set-up completely eco-friendly and self-sustaining.
Inside the biosphere, it is even more impressive. Each dome has a shelf running the entire circumference on which plants, equipment and tools can be placed. There is oxygen, carbon dioxide and humidity sensors, radio communication, lights, a fresh-water hose and to top it all off, Wi-Fi. You can control everything in the dome via an app on your phone from the surface. You can turn the lights on, check the conditions and even watch a live video stream of the plants growing.
Gianni Fontanesi, Nemo’s Garden project manager, has logged nearly a thousand dives to perform underwater farming. He says that being inside the greenhouse is like being in an aquarium turned inside out: “You are the fish looking out into the outside world.”
1. What does the Nemo’s Garden refer to according to the passage?A.A scuba diving business. | B.A vase with basil seeds. |
C.A farm project underwater. | D.A garden in the bottom of Noli’s bay. |
A.How Nemo’s Garden works. | B.Why Nemo’s Garden was built. |
C.What Nemo’s Garden includes. | D.Where Nemo’s Garden was set up. |
A.A hydroponic system. | B.Diving under the sea. |
C.An app on our phones. | D.Wind generators and solar panels. |
A.Special and eye-catching. | B.Impressive and traditional. |
C.Convenient and economical. | D.Innovative and eco-friendly. |
10 . In recent years advances in medical technology have made it possible for people to live longer than in the past. New medicines and machines are developing every day to extend life.
However, some people, including some doctors, are not in favor of these life extending measures, and they say that people should have the right(权利) to die when they want. They say that the quality of life is as important as life itself, and that people should not be forced to go on living when conditions of life have become unbearable. They say that people should be allowed to die with dignity(尊严) and to decide when they want to die.
Others don’ t agree and say that life under any conditions is better than death and that the duty of doctors is always to extend life as long as possible. And so the battle goes on and on without a definite(明确的) answer.
1. People can live longer than in the past. It’ s because________.A.medical technology develops | B.we have big hospitals |
C.there are many good doctors | D.we eat better than before |
A.the doctors | B.the surroundings |
C.his or his family | D.the patient himself or herself |
A.death is better than life | B.life is better than death |
C.neither life nor death is good | D.none of the above |