1 . ChatGPT is part of a new generation of AI systems that can have a discussion and create written work. It can even produce new images and videos based on what it has learned from a large database of digital books, online writings and other media. It’s available for free to anyone on the internet.
The New York City education department said it is restricting use of ChatGPT.
Jenna Lyle, a spokesperson for New York schools, said the tool may provide quick and easy answers to questions, but it doesn’t build critical-thinking and problem-solving skills.
In a human-written statement, OpenAI said that it plans to work with educators as it learns how people are experimenting with ChatGPT in the real world. “We don’t want ChatGPT to be used for misleading purposes in schools or anywhere else, so we’re already developing means to help anyone identify text generated by that system,” the company said.
| A．It is also designed to be more user-friendly. |
| B．But there’s no stopping a student from using it at home. |
| C．It is worried about negative impacts on student learning. |
| D．You can watch it produce a school report in a few seconds. |
| E．These skills are essential for academic and lifelong success. |
| F．Millions of people have played with the tool over the past month. |
| G．Blocking the writing tool on school devices and networks is good for students. |
2 . I ran into a friend a few days ago and greeted him in the familiar way. He gave the usual
In today’s world of fast and quickly
The
So, don’t admire other people’s near perfect sides any more. No matter how
| A．point | B．description | C．response | D．goal |
| A．added | B．created | C．wrote | D．spelt |
| A．ridiculous | B．facial | C．lovely | D．grateful |
| A．Obviously | B．Eventually | C．Gradually | D．Excitedly |
| A．slipping | B．infecting | C．competing | D．struggling |
| A．emerging | B．expanding | C．dismissing | D．disappearing |
| A．impression | B．permission | C．pressure | D．affection |
| A．staff | B．dialect | C．catalogue | D．stuff |
| A．express | B．decide | C．believe | D．report |
| A．asking | B．causing | C．damaging | D．losing |
| A．idea | B．fact | C．hope | D．opinion |
| A．panicked into | B．given up | C．tricked into | D．cleared up |
| A．scale | B．occasion | C．level | D．course |
| A．interesting | B．disappointing | C．developing | D．misleading |
| A．successes | B．frustrations | C．setbacks | D．downsides |
| A．perfect | B．poor | C．low | D．cold |
| A．strengths | B．challenges | C．desires | D．influences |
| A．obtain | B．possess | C．remove | D．sense |
| A．react | B．exist | C．float | D．lift |
| A．frequent | B．soft | C．evident | D．different |
3 . When you want advice to achieve something, whom would you rather ask: the top performer in that area or someone barely getting by? Most people would choose the top performer. That person’s advice, however, may not be any more helpful.
“Skillful performance and skillful teaching are not always the same thing, so we shouldn’t expect the best performers to necessarily be the best teachers as well,” said David Levari (Harvard Business School), lead author of a recent Psychological Science article.
Across four studies, he and co-authors found that top performers don’t give better advice than other performers, at least in some domains(领域). Rather, they just give more of it. “Our studies suggest that at least in some instances, people may overvalue advice from top performers,” the researchers wrote.
“In our experiments, people given advice by top performers thought that it helped them more, even though it usually didn’t. Surprisingly, they thought so even though they didn't know anything about the people who wrote their advice,” said Levari. “Top performers didn’t write more helpful advice, but they did write more of it, and people in our experiments mistook quantity for quality,” Levari added.
So, why wasn’t the advice more helpful? Levari and colleagues have a few ideas. First, skilled performers may overlook fundamental advice because natural talent and extensive practice have made conscious thought unnecessary. Second, top performers may not be skilled communicators. Even when an excellent performer does have explicit information to share, they may not be especially good at sharing it. Finally, a large quantity of advice may be more than what can realistically be carried out.
“We spend a lot of time and money looking for good advice, whether from coworkers and coaches, teachers and tutors, or friends and family,” said Levari. “The next time you get advice, you should think less about how much of it there was, and more about how much of it you could actually use.”
1. How did the author introduce the topic of the text?| A．By comparing data. |
| B．By raising a question. |
| C．By describing a definition. |
| D．By presenting the survey result. |
| A．Top performers give poor advice. |
| B．Top performers give better advice. |
| C．Top performers give useful advice. |
| D．Top performers give more advice. |
| A．Learn about its writer. |
| B．Consider its practicality. |
| C．Think less about its quality. |
| D．Find more related information. |
| A．Top Performers Can Be Trusted |
| B．Trying Common Performers' Advice Is Great |
| C．Common Performers May Give More Advice |
| D．Top Performers Don't Always Give Better Advice |
4 . The Hadza hunter-gatherers of Tanzania live a life that has not changed much over ten thousand years. They have no crops, no house animals, no permanent shelters. In spite of long exposure to agriculturalist groups around them, the Hadza have maintained their lifestyle.
The story of the spread of agriculture is the story of growing population density (密度). Villages formed, then cities, then nations. Agriculture’s rise, however, came with a price. It introduced infectious diseases, social inequality, occasional famines (饥荒) and war. Professor Jared Diamond of UCLA (University of California, Los Angeles) has called the adoption of agriculture “the worst mistake in human history”— a mistake from which we have never recovered.
Looking at the Hadza, you can see why he came to this conclusion. They do not engage in warfare. They do not live densely (稠密地) enough to be threatened by an infectious outbreak. They have no known history of famine (饥荒). The Hadza diet is more stable (稳定 的) and varied than that of most of the world’s citizens. They live almost entirely free of possessions. They enjoy an extraordinary amount of leisure time, “working” — actively pursuing food — only four to six hours a day.
The chief reason the Hadza have been able to maintain their lifestyle so long is that their homeland is not an inviting place. Recently, however, population growth has brought a flood of people into Hadza lands. The region has generally been viewed by outsiders as unused, a Place in need of development. The Hadza, who by nature are not a combative (好战的) people, have almost always moved away instead of fighting.
There are many things to envy about the Hadza, mostly what free spirits they appear to be. Free from schedules, jobs, bosses, bills, traffic, taxes, laws, social duties and money. But who of us could live like them? It’s incredibly risky. Medical help is far away. One bad fall from a tree, one bite from a snake, and you’re dead. The fact is that it’s too late for us to go back to the Hadza lifestyle. Of greater concern is that soon it may be impossible for them to maintain theirs.
1. What does the underlined word “It” in paragraph 2 refer to?| A．Agriculture’s rise. | B．The growth of population. |
| C．The formation of village. | D．The appearance of a city. |
| A．They are always busy in all seasons |
| B．They like fighting with the other nations |
| C．They are often in hunger because of fight |
| D．They are always leading a free life without fight. |
| A．It’s convenient for the people of Hadza to get medical care. |
| B．It’s worth visiting the beautiful scenery of the Hadza. |
| C．Visitors can be welcomed warmly by the people of the Hadza. |
| D．The author is worried about the current situation of the Hadza. |
| A．Agriculture of the Hadza | B．The Unique Hadza Lifestyle |
| C．The Attractive Diet of the Hadza | D．The Medical Care of the Hadza |
5 . Do you ever worry that you might waste food? During the height of the COVID-19 pandemic, many people around the world were going hungry, but people came up with unique ways to try and help. One of these was to put fridges filled with food outside for people who needed it. The movement was very popular in the US, but there have also been community fridges all around the world as well.
Back in 2016, before the COVID-19 pandemic, Pauline, a restaurant owner in Kochi, India, had the bright idea to put a fridge in the street to stop unused food from going to waste and to help the needy. The idea came to her late one night when she saw a lady searching in a rubbish can for food. Watching the woman, she had a sad thought.
“The woman had been sleeping and was woken up by her hunger, so she had to go in search of food instead of sleeping,” said Pauline. She felt really sad that night because the restaurant had made lots of food that could have been given to her.
Over in the UK, the idea of communal (公共的) fridges was used in Sommerset to fight against food waste and hunger issues, encouraging people to donate and also take unwanted food. UK supermarkets and eateries like Marks & Spencer and Greggs have regularly helped the poor and hungry.
Now there is a large movement in the UK to provide communal fridges. One charity, Hubbub, now operates the Community Fridge Network. The network supports groups running communal fridges across the UK, which now number over 300 fridges. Hubbub has partnered with Co-op to provide 500 fridges so far.
“A fridge is so often much more than a fridge,” said Hubbub’s official website. “The fridges connect people together, address social isolation (隔绝) and provide people with the opportunity to access healthy food, try something new and save money.”
1. What inspired Pauline to put a fridge in the street?| A．The poor conditions the Indian people lived in |
| B．The hunger she’d experienced in her childhood. |
| C．Seeing a lady looking for food in a rubbish can. |
| D．Throwing away unused food into the rubbish can. |
| A．Encourage people to donate for the poor. |
| B．Collect unwanted food to help the hungry. |
| C．Transport and repair fridges across the UK |
| D．Help the Community Fridge Network work well. |
| A．They change the global food issues. |
| B．They encourage a food-saving lifestyle. |
| C．They raise public awareness of healthy eating. |
| D．They bring people together by helping the needy. |
| A．Charity. | B．Education. | C．Health. | D．Sports. |
About twenty minutes he waited, and then a tall man in a long overcoat, with collar turned up to his ears, hurried across from the opposite side of the street. He went directly to the waiting man.
“Is that you, Bob?” he asked, doubtfully.
“Is that you, Jimmy Wells?” cried the man in the door.
“Bless my heart!” exclaimed the new arrival, grasping both the other’s hands with his own. “It’s Bob! I was certain I’d find you here if you were still alive. Well, well, well! —twenty years is a long time. How has the West treated you, old man?”
“It has given me everything I asked it for. You’ve changed lots, Jimmy. I never thought you were so tall by two or three inches (英寸).”
“Oh, I grew a bit after I was twenty.”
“Doing well in New York, Jimmy?”
“Moderately. I have a position in one of the city departments. Come on, Bob; we’ll go around to a place I know of, and have a good long talk about old times.”
The two men started up the street, arm in arm. The man from the West, his egotism (自我) enlarged by success, was beginning to outline the history of his career. The other, submerged (埋) in his overcoat, listened with interest.
At the corner stood a drug store, brilliant with electric lights. When they came into this glare each of them turned simultaneously (同时地) to gaze upon the other’s face.
The man from the West stopped suddenly and released his arm
“You’re not Jimmy Wells,” he snapped. “Twenty years is a long time, but not long enough to change a man’s nose from a Roman (鹰钩鼻) to a pug (狮子鼻).”
“It sometimes changes a good man into a bad one,” said the tall man. “You’ve been under arrest (被捕) for ten minutes, ‘Silky’ Bob. Chicago thinks you may have dropped over our way and wants to have a chat with you. Going quietly, are you? That’s sensible. Now, before we go on to the police station here’s a note I was asked to hand you. You may read it here at the the window. It’s from Patrolman (巡警) Wells.”
The man from the West unfolded the little piece of paper handed him. His hand was steady when he began to read, but it trembled a little by the time he had finished. The note was rather short.
“Bob: I was at the appointed place on time. When you struck the match to light your cigar I saw it was the face of the man wanted (被通缉的) in Chicago. Somehow I couldn’t do it myself, so I went around and got a plain clothes man to do the job. ——JIMMY.”
(Excerpts from “After Twenty Years” by O. Henry)
注意：1.续写词数为120左右
2.请按以下格式在答题卡的相应位置作答。
How time flew! Bob was released from jail. Stepping out of jail into the cold wind,
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
He turned around and surprised to find a familiar-looking man.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1. What is the speaker announcing?
| A．He is leaving the team. |
| B．He has signed a new play. |
| C．He is selling the club to new owners. |
| A．In America. | B．In England. | C．In Canada. |
| A．Draw up training plans for the team. |
| B．Write a list of new coaches. |
| C．Pick a new player. |
| A．Proud. | B．Guilty. | C．Pleased. |
8 . “If kids grow kale (甘蓝), kids eat kale. If they grow tomatoes, they eat tomatoes. But when none of this is presented to them, if they’re not shown how food affects the mind and the body, they blindly eat whatever you put in front of them.” — Ron Finley, a guerilla gardener in South Central LA.
For centuries, educators and researchers have argued that garden-based learning improves children’s intelligence and boosts their personal health. In recent years, concerns related to childhood obesity(肥胖) and young people’s disconnection from nature have led to a more heated discussion of the topic. Tens of thousands of American schools have some form of school garden. Many are located on school grounds and others are run by external community partners. Most are connected to the school’s curriculum. For instance, seeds are used in science class to explain plant biology, fruits are used in social studies to teach world geography and the harvest is used in math to explore weights and measures. Some even use the food from the garden to cook the school lunch.
Given the enthusiasm that surrounds garden-based learning today, it’s worth looking into their overall impacts: Do school gardens actually improve the education and health of young people? Yes, definitely!
There is plenty of evidence to suggest that garden-based learning does generate educational, nutritional, ecological and social benefits. For instance, several published studies have shown that garden-based learning can increase students’ science knowledge and healthy food behaviors. Other research has shown that garden-based learning can help students better identify different types of vegetables as well as lead to more favorable opinions on eating vegetables, which helps kids make healthier eating choices. Many supporters go even further, suggesting that garden-based learning can inspire a variety of healthy changes for the whole family. For some low-income families, the fresh vegetables from the school garden can provide the necessary vitamins and fibre, helping lose weight. Others, like Edible Schoolyard founder Alice Waters, hold the view that the experience in the garden can have a great and positive impact on a child’s worldview.
As part of a long-term movement to improve community health, school gardens can provide a platform for experiential education, create valuable green space and develop a sense of responsibility in the minds and bodies of young Americans.
1. Why is the words of Ron Finley quoted in the first paragraph?| A．To introduce the topic. | B．To introduce a celebrity. |
| C．To clarify a phenomenon. | D．To give a definition. |
| A．By listing facts and examples. | B．By listing data and analyzing. |
| C．By giving definition and explaining. | D．By listing examples and comparing. |
①fresh vegetables ②healthy eating habits ③ecological balance
④science knowledge ⑤enough nutrients
| A．①②⑤ | B．②③④ | C．①②④ | D．③④⑤ |
| A．To discuss whether every school should have a garden. |
| B．To describe the author’s voluntary work on a chilly morning. |
| C．To call on students to protect plants in the school gardens. |
| D．To explain garden-based learning is worthwhile. |
9 . Limiting your child’s candy this Halloween might be more of a trick than a treat, experts say. Once you’re a grown-up raising kids, that bag full of candy might be the scariest part of Halloween — whether it’s concern about a potential sugar rush, worries of parenting perfectionism or diet culture anxiety.
“It makes sense to be scared, because we’ve been taught to be scared,” said Oona Hanson, a parent coach based in Los Angeles. “Sugar is sort of the boogeyman in our current cultural conversation.”
But micromanaging your child’s candy supply can backfire (适得其反)，leading to an overvaluing of sweets，binge (暴食) behavior or unhealthy restriction in your child，said Natalie Mokari, a registered dietitian-nutritionist in Charlotte, North Carolina.
As stressful as it may be to see your child faced with more candy in one night than they would eat in an entire year, the best approach may be to lean into the joy, she added. “They are only in that age where they want to trick or treat for just a small glimpse of time — it’s so short-lived,” Mokari said. “Let them enjoy that day.”
Experts aren’t suggesting kids have sugar all day every day. The American Heart Association and the 2020 Dietary Guidelines Advisory Committee — groups charged with providing science-based recommendations every live years — have recommended lower daily levels of sugar. Too much added sugar has been associated with cardiovascular disease and lack of essential nutrients.
But a healthy relationship with food has balance, and you can keep your kids’ diets full of nutrients while allowing them lo eat sweets, Mokari said.
1. Why are the grown-ups raising kids scared at Halloween?| A．Because they don’t look perfect enough. |
| B．Because their children faced too much candy. |
| C．Because they’ve been taught to be. |
| D．Because they don’t know the diet culture. |
| A．Sugar can make us scared. |
| B．Sugar is a sort of healthy food. |
| C．Sugar is harmful to our health. |
| D．Sugar is a sort of essential nutrient. |
| A．Kids should have sugar all day every day. |
| B．It makes sense to be scared with that bag full of candy. |
| C．It’s a good idea to micromanage your child’s candy supply. |
| D．Kids would have much joy when treated to candy at Halloween. |
| A．Diseases associated with sugar. |
| B．The right attitude towards sugar. |
| C．Allowing your kids to eat sweets. |
| D．Keeping your kids’ diets full of nutrients. |
10 . Researches on the effects of bad news on mood suggest exposure to negative COVID news is likely to be harmful to our emotional wellbeing. These findings leave a few key questions unanswered. Does doomscrolling (keep searching for negative information on social media) make people unhappy, or are unhappy people just more likely to doomscroll? And what would happen if, instead of doomscrolling, we were “kindness scrolling” — reading about humanity’s positive responses to a global crisis?
To find out, researchers conducted a study related to it. People who were shown general COVID-related news experienced lower moods than people who were shown nothing at all. Meanwhile, people who were shown COVID news stories involving acts of kindness didn’t experience the same decline in mood, but also didn’t gain the boost in mood they’d predicted. These findings suggest that spending as little as two to four minutes consuming negative news about COVID-19 can have a harmful impact on our mood.
Although researchers didn’t see an improvement in mood among participants who were shown positive news stories involving acts of kindness, this may be because the stories were still related to COVID. In other research, general positive news stories have been associated with improvements in mood.
So what can we do to look after ourselves, and make our time on social media more pleasurable? One option is to delete our social media accounts altogether. But how realistic is it to distance ourselves from platforms that connect nearly half of the world’s population, particularly when these platforms offer social interactions at a time when face-to-face interactions can be risky, or impossible? It is better for us to find some other ways to make the experience on social media more positive. For example, be mindful of what you consume on social media, seek out content that makes you happy to balance out your newsfeed and use social media to promote positivity and kindness.
As the pandemic (大流行病) continues to change our lives and newsfeeds, let’s find some other steps to make our social media a happier place.
1. Which of the following may researchers probably agree with?| A．Doomscrolling makes people unhappy. |
| B．Kindness scrolling does good to our mood. |
| C．Good news about COVID-19 boosts mood. |
| D．Unhappy people are more likely to doomscroll. |
| A．Those shown no news at all. |
| B．Those shown acts of kindness about COVID. |
| C．Those shown general positive news not related to crisis. |
| D．Those spending four minutes consuming negative news about COVID. |
| A．Don’t respond to others online. |
| B．Advocate proper behavior online. |
| C．Interact with people face to face. |
| D．Leave social media platform altogether. |
| A．To find out the effect of bad news. |
| B．To figure out the impact of COVID. |
| C．To introduce a study about doomscrolling. |
| D．To improve our experience on social media. |
