1 . 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。

It was a typical Monday morning. My form teacher, Mrs Tan, was going through our exam questions. I pot down some notes and did my corrections.

“Riiiiiiinnnngg!” A high-pitched sound pierced through the air like a knife. Covering my ears in annoyance, realization dawned on me. It was the fire alarm! While I encouraged others to remain as cool as a cucumber, it was in vain. My classmates were all screaming and running around like crazy.

“Calm down, everyone! Please queue up in an orderly manner! We have practised this in the fire drills!” instructed Mrs Tan , sounding anxious.

The class ignored her and continued screaming at the top of their voices. One student even broke down in a fit of panic. I rushed around the class, asking all my fellow students to settle down while waiting for further instructions.

A serious voice soon announced from the speakers in every class, drawing our attention. “All students are to follow their teachers and evacuate(撤离)the building in a calm and organized manner. The fire may have been caused by a gas explosion in the canteen; do not go near there!”

Mrs Tan finally managed to calm the panicky class down. In a strict voice, she told us that we were to use the evacuation route to Gate 6. She arranged the pupils quickly in neat straight rows and led us out of the classroom.

Upon taking my first step out of the classroom, I took a deep breath instantly. The surroundings were hazy(模糊的) as thick smoke came from the canteen. Choking, I unconsciously covered my nose. To make matters worse, the ash from the smoky surroundings hurt my eyes. Coughing anxiously, I tried to see my teacher in the lead, but the air was too hazy for me to see anything clearly. Within less than a minute, I lost sight of my class and was left alone.

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。

A wave of anxiety washed over me.

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Just then, the figure of Mrs Tan waving a torchlight appeared from the smoke.

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2 . As the movie Nomadland revealed to the world, ever since the 2008 financial collapse, people have mowed into vehicles as a way of surviving the high cost of living. The pandemic also fuelled an increase in the nomadic (流浪的) lifestyle.

In 2020, my co-researcher Scott Rankin and I looked at how people who live in vehicles balance work and life. This year, I continued my research to better understand why people live this way.

People of all ages and genders take part in van (面包车) living. The average age of van dwellers (居住者) was 42. After asking respondents to rank the reasons why they chose to live in a vehicle, ranked from top to bottom are: 1) freedom, 2) low cost of living, 3) adventure, 4)connection to nature,5)minimalism,6)avoiding undesirable weather,7)starting a new life, 8)pursuing work in different places, 9)working remotely, 10)to be on their own, 11)to join a partner, 12)to leave a partner.

Above all else, vehicle dwellers sought to be free. Whether they were a re tire n in a $100,000 Mercedes van, or young Canadians working from a $5 ,000 van, respondents wanted to be able to move their home to any place that was best for them. For others, living in a vehicle minimized their costs, allowing them to work less or make the most of their income without paying rent.

As it turns out, van living is not a fad. While many respondents were new to van living, on average, respondents indicated they had been living in a vehicle for an average of 2.5 years. Seventy-eight per cent of respondents permanently lived in a vehicle.

As the housing crisis deepens, we may see more people consider van living as a means of surviving the high cost of living. It will be up to the government to accept this alternative living arrangement, and consider having parking and facilities to support those who choose to live this way.

1. What’s the purpose of the author’s research?

A．To advocate a new lifestyle.	B．To produce a scientific theory.
C．To understand a social phenomenon.	D．To improve some people’s living conditions.

2. What do we learn about van dwellers?

A．Their top concern is money.	B．They have different motives.
C．They value family more than work.	D．They are mainly adventurous people.

3. What does the underlined word “fad” in paragraph 5 probably mean?

A．Something that isn’t suitable for all.	B．Something that isn’t likely to last.
C．Something that is popular for long.	D．Something that attracts old people.

4. What’s the author’s attitude to van living?

A．Uncaring.

B．Tolerant.

C．Approving.

D．Opposed.

3 . A new study suggests that science role-playing may help tighten the gender gap in science, technology, engineering, and math(STEM)education and careers for women simply by improving their identity as scientists.

Frustrated by the gender gap in STEM, in which some fields employ at least three times more men than women, Cornell graduate student Reut Shachnai wanted to do something about it. Reut said the idea to help foster young girls’ interest in science came to her during a lecture in a class she was taking on Psychology of Imagination.

Reut designed an experiment to test if assuming the role of a successful scientist would improve girls’ persistence in a “sink or float” science game. The game itself was simple yet challenging: a computer screen projected a slide with an object in the center above a pool of water. Kids then had to predict whether the object would sink or float.

She studied 240 four -to -seven -year -olds, because this is around the time kids first develop their sense of identity and capabilities. They were divided into two groups. Children in the “story” group learned about the successes and struggles of a gender -matched scientist before playing the game. Boys heard about Isaac Newton and girls were told about Marie Curie. Children in the “pretend” group were told to assume the identity of the scientist they just learned about.

All kids played at least one round of the game. No matter what group they were in, girls got the answers right just as often as boys -nearly 70% of the time. Boys, however, didn’t really benefit from the stories or make-believe. Besides, girls pretending to be Dr. Marie persisted twice as long at the sink-or-float game, playing just as much as the boys did.

Reut’s teacher Tamar Kushnir said, “Rather than merely hearing about role models, children may benefit from actively performing the type of actions they see role models perform. In other words, taking a few steps in the role model’s shoes, instead of merely observing her walk.”

1. Why did Reut design a “sink or float” science game?

A．To handle the gender gap in STEM.	B．To attach importance to STEM.
C．To draw kids’ attention to STEM.	D．To compare boys’ and girls’ persistence.

2. What can we infer from the sink-or-float game?

A．Kids enjoyed listening to scientists’ stories.	B．Boys avoided playing make-believe games.
C．Girls performed as well as boys in science.	D．Children followed Dr. Marie to explore science.

3. What is Tamar Kushnir’s attitude towards kids’ assuming identity as scientists?

A．Supportive.

B．Doubtful.

C．Indifferent.

D．Negative.

4. What would be the best title for the passage?

A．Girls should get recognition like boys	B．A fine example has boundless power for kids
C．Girls can work on more science games	D．Make-believe exercises benefit girls in STEM

4 . For young people with autism（自闭症），growing into adulthood can have its own challenges. But students at the non-profit educational program Exceptional Minds prove that autism can also mean special talents.

Madeline Petti is an example of how Exceptional Minds helps students with autism seek and reach their full potential. "I want the world to know that I like designing things and Exceptional Minds is a great place for me. ” Madeline is part of a new wave of digital effects artists. She is a young, talented student who has autism. She is learning all about the entertainment industry with Exceptional Minds， which provides vocational（职业的） training for young adults with autism.

Madeline has played video games since the 4th grade． She has also always loved watching animated（动画的） shows. But she said she had a torturous time learning in traditional settings. “I get bored easily when I’m just sitting there and people are talking around me. I’m not really personally devoted to the material. When you are not personally devoted, you have to force yourself to stay in the moment and pay attention. If you don’t have the motivation to force yourself, you are pretty much going off into your personal La La Land. ”

Exceptional Minds provided the right kind of learning environment for Madeline. More action, less talking. She said, “I like coming here because it’s so hands-on. We get shown examples or we will follow along with the directions. I guess we are doing more. ”

Ernie Merlan is an EM program director. He said, “The heart of our program is a full time three-year vocational program specifically for the entertainment industry. The program teaches the students not only the technical skills they need but the work readiness skills they need in order to get a job. So we focus on how they look and what their attitude is, and then work place conflict which we all have. ”

1. What can be known about Madeline Petti?

A．She suffers from game addiction.	B．She has a talent for digital effects.
C．She is working in a local industry.	D．She dislikes designing things now.

2. What does the underlined word "torturous" in paragraph 3 probably mean?

A．Hard.	B．Normal.
C．Long.	D．Devoted.

3. How is Exceptional Minds different from traditional programs?

A．It is about entertainment.	B．It focuses more on action.
C．It is designed for children.	D．It is aimed at active talks.

4. Why are Ernie Merlan’s words mentioned?

A．To show the benefits of his job.	B．To tell the program’s challenges.
C．To further introduce the program.	D．To stress the influence of attitude.