1 . It is William Shakespeare, the great coiner, who is given credit for the word. Coriolanus, one of his characters, compares going into exile (流放) to a “lonely dragon” retiring to his cave. He was talking about a physical state: someone who was lonely was simply alone. Then, thanks to the Romantic poets, the word took on emotional meanings. Loneliness became a condition of the soul. For William Wordsworth, who famously “wandered lonely as a cloud”, the natural world offered an escape from negative feelings of loneliness — a host of flowers could provide “cheerful company”. Today, loneliness is often seen as a serious public-health problem, creating the feeling of disconnection.
In his book Solitude, Netta Weinstein, a psychology professor wonders the rewards of time spent alone. He begins with an account of stories of solitude created by figures such as Michel Montaigne, a writer, and Edward Hopper, a painter. Netta then draw on laboratory work, interviews and surveys to clarify how being alone really affects the human mind.
It is common to treat loneliness and solitude as synonyms (同义词), but they are not. The author suggests that what is negatively described as one state can be positively expressed as the other. Loneliness, often perceived as negative, can potentially be transformed into a positive experience of solitude. To this end he emphasizes how being alone can help restore people and offers practical advice. In a noisy world, he argues, people should make time to be alone, away from attention-grabbing motives.
The book’s interviewees mostly regard a lack of company as a contributor to autonomy. But this depends on whether solitude is desirable or not. Enforced solitude, such as that experienced by prisoners, typically leads to nothing but suffering. Elective solitude, by contrast, affords space for self-reflection. It can open the door to “peak experiences” such as wonder, harmony, and happiness. In a highly-connected digital age, however, many readers do not fancy their chances of ever taking a long enough break to have such experiences.
1. How does paragraph 1 introduce the concept of loneliness?| A．By tracing its development. | B．By analyzing causes. |
| C．By making a point to be argued. | D．By sharing a romantic story. |
| A．The various terms of solitude. |
| B．The societal impact of solitude. |
| C．The long-standing history of solitude. |
| D．The psychological benefits of solitude. |
| A．stressful | B．essential | C．changeable | D．never beneficial |
| A．Enforced solitude is a matter of choice. |
| B．Enforced solitude contributes to autonomy. |
| C．Elective solitude is rare in the digital world. |
| D．Elective solitude interrupts peak experiences. |
2 . “Sating from now on, to be healthy, I will NOT eat any snacks besides granola bars (燕麦棒),” is what I told myself yesterday, and yet here I am today chewing a Chocopie. I’m aware that I’m breaking my own promise to myself. Instead of eating this, I should be working out or something. But the thing is, chocolate is too good at this moment for me to refuse it!
As I type this, I’m experiencing what’s called instant gratification — the desire to experience pleasure or fulfillment without delaying it for a future benefit. Essentially, when you want it, you get it.
Instant gratification is also the exact opposite of what we’re taught to do-delayed gratification: deciding to put off satisfying our current want to gain something better in the future. We’ve all encountered instant gratification before. Should I sleep in or wake up early to work out? When I get home, should I rest and watch TV first or get started on my homework?
All humans have the tendency to seek pleasure and avoid pain, which is a basic but fundamental concept known as the pleasure principle. Originally coined by Sigmund Freud, it clearly states that all humans are driven, to some extent, by pleasure.
Constantly seeking quick pleasure may bring subsequent troubles. However pleasant not doing your homework may seem pleasant right now, it only results in pleasure plagued by guilt and last-minute panicking late at night. An inability to resist instant gratification may result in underachieving in the long term and failure to meet certain goals.
Instant gratification, however, is not necessarily a bad thing. You don’t always have to say no to things you want at that moment, and it’s good to treat yourself when you need it. In other words, times where you “treat yourself” are only valuable in combination with delayed gratification. While my Chocopie may taste good now, it’ll taste even better if I only eat it after I’ve worked out or done something healthy.
1. How does the author introduce the topic?| A．By making a contrast. | B．By giving a definition. |
| C．By citing a personal case. | D．By listing detailed problems. |
| A．Purchasing items regardless of budgets. | B．Exercising regularly for long-term health. |
| C．Limiting time on social media platforms. | D．Finishing homework before watching TV. |
| A．Reminded. | B．Highlighted. | C．Introduced. | D．Bothered. |
| A．Delayed gratification is pointless. |
| B．Instant gratification should be prioritized. |
| C．Enjoying the moment brings in endless pleasure. |
| D．Instant treats paired with delayed gratification are sweeter. |
3 . Most people as they get older start to take life a little slower and enjoy a leisurely pace. But it is not for Kerry, who
The super fit gran
“At the age of 47 I made a list of things I wanted to
| A．kept on | B．took up | C．hoped for | D．subscribed to |
| A．intentions | B．doubts | C．tasks | D．feelings |
| A．promised | B．predicted | C．checked | D．claimed |
| A．remembered | B．indicated | C．battled | D．regretted |
| A．shape | B．hobby | C．emotion | D．aspect |
| A．occasionally | B．permanently | C．constantly | D．purposely |
| A．curious | B．competitive | C．confident | D．awkward |
| A．make | B．try | C．quit | D．win |
| A．old | B．fat | C．weak | D．sensitive |
| A．Still | B．Hardly | C．Never | D．Only |
| A．cross | B．cut | C．see | D．drop |
| A．races | B．parades | C．parties | D．shows |
| A．opinion | B．strategy | C．path | D．dream |
| A．memory | B．danger | C．power | D．negativity |
| A．contact | B．protect | C．inspire | D．warn |
4 . “You like pottery (陶艺) more than you like science,” a family member said. I knew the comment was made lightly, but I felt frustrated and disappointed. I had worked so hard to achieve a balance between my scientific and artistic pursuits. Why was my creative side still seen as a weakness and a disturbance, in opposition to my science?
As a little girl, I created art by breaking up eggshells, dying them, and gluing them to a cloth. I also conducted science experiments with my mom, a high school science teacher, on the back porch. In college, I loved my chemistry courses and research work, and I regarded cooking as my creative outlet, hosting weekly dinner parties for friends.
Yet I heard time and again that creative expression and science were not possible together. When my college roommate concluded with a personality test that I was the “creative” type, the rest of my friends said that couldn’t be right, because “I was a scientist and therefore was not creative.” As I was preparing for graduate school and studying for the chemistry GRE test, I realized I talked about science the same way I would paint a picture, explaining concepts in broad strokes (粗线条地) — in part because I struggled to remember technical scientific terminology. I worried my way of thinking wouldn’t fit in with “proper” scientists. In the end, though, my desire to pursue a scientific career won out. I figured I would continue to find a way to balance my research with my creative pursuits, regardless of what others thought.
When in graduate school I found pottery, which I could pursue on evenings and weekends. After my first class, I was attracted. It has inspired me to more intentionally mix my art with my science. I keep a notebook at my lab table filled with words of mug (马克杯) designs inspired by my experiments. Through the challenge of getting my paper into its core concepts in such a way that it could be displayed on a mug, I gained a better understanding of my project. Pottery has now turned into a way for me to train my brain to be creative and think outside the box.
1. What did the family member think of the author’s pottery?| A．It still had room for improvement. |
| B．It would relax the author in her work. |
| C．It made up for the author’s weakness. |
| D．It did no good to the author’s career. |
| A．By dying eggshells. |
| B．By performing science experiments. |
| C．By doing some cooking. |
| D．By attending social parties. |
| A．She didn’t get along well with her classmates in college. |
| B．She nearly gave up her pursuit of art. |
| C．She once doubted her way of understanding science. |
| D．She was angry about being misunderstood by friends. |
| A．The notebook. | B．The design of the mug. |
| C．The challenge of the paper. | D．The author’s science research. |
In fifth grade, my family moved across town. I hated being the new kid at school.
I was tall for my age and already wore a size nine shoe—how awkward! My ponytails (马尾辫) and short bangs (刘海) seems quite different from others. I wanted to fit in, but in vain.
Theresa was thin but strong, with blond bangs and tightly pulled-back hair. For a reason unknown to me, she decided that I was worthy of her attention, and every day she walked up to me and kicked me in the back of the legs. Theresa was smart and quick. No teacher ever saw her, and within a week, my legs were bruised (淤青) black and blue.
One day on the playground, as Theresa was about to close in on me again, I escaped away. I glanced over one shoulder and, with relief, didn’t see her and thought she had given up. I stopped abruptly and turned around, unaware that Theresa had been running full-speed toward me. She didn’t expect my sudden stop and crashed into me and fell to the ground. A group of kids standing nearby laughed. Angry, she got up and began to kick me. I couldn’t stand any more. So I made a fist and swung my arm wildly. I caught Theresa in the nose, and she was bleeding. I didn’t know which of us was more surprised. Then we made a big fight. Consequently, we were taken to the principal’s office. He said we should be punished and then filled a form, I stared at his desk and realized that I could read the form upside down. It reads, “Labor punishment for one week.”
Theresa leaned toward me and whispered, “I guess we should get a two-week labor punishment.” I shook my head and said, “No, one week. I can read the form upside down.” Both of us were surprised that we should talk with each other.
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。
We were arranged to take care of the flowers and plants in the school garden together.
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I was surprised that Theresa and I have so many things in common.
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6 . A few days before my high school ended, I was sitting in my English class. My classmates were talking about who would be the first person to shed tears at
High school isn’t for everyone, but there is something for everyone in high school. You just have to
But there were a lot of times when I felt
My biggest
| A．school | B．graduation | C．break | D．random |
| A．cry | B．lie | C．sing | D．sigh |
| A．proposal | B．option | C．possibility | D．thought |
| A．meant | B．replied | C．reacted | D．faded |
| A．bring | B．figure | C．cross | D．carry |
| A．anxiously | B．bravely | C．luckily | D．initially |
| A．organization | B．impression | C．voice | D．discovery |
| A．benefit | B．chance | C．challenge | D．purpose |
| A．objectives | B．principles | C．concerns | D．updates |
| A．disturbed | B．sheltered | C．alarmed | D．inspired |
| A．applauding | B．searching | C．fighting | D．longing |
| A．counted down | B．went through | C．set aside | D．put off |
| A．promise | B．assume | C．pray | D．realize |
| A．support | B．advice | C．rule | D．warning |
| A．account | B．notice | C．control | D．advantage |
7 . My friend and I recently took an art class together through our town’s community education program. Our classmates were a mix of ages, stages of life, and experience with making art. We stood out in the class—not for our artistic talent, but for our consistent encouragement of ourselves, each other, and the group. It got me thinking how encouragement had become a routine.
It became something of a joke between the two of us to compliment(赞美) each other, offer a positive comment when another student showed his or her work, and generally chat around the table about how fun our project was going. But reflecting back, our positivist was anything but a joke. It was a bright light in my week, a space where I knew I could be surrounded with kindness, gentleness, and positivist.
Here’s the most special thing about it; my friend’s and my positive conversation wasn’t just encouraging, it was true. We didn’t go for cheap or false compliments like, “This painting should be in a museum!” Instead, we went for authentic(真实的) expressions of support and encouragement, like, “I love how you did that cloud!”
Over time, the class became something of a sacred space, because we had made a habit of using encouraging, supportive language. Sentence-starters like, “I like,” “I appreciate,” “I want to try”, kept us present, positive, and honest.
The encouragement also kept us engaged in the work of making art. I feel sure that I learned more—and practiced more at home—because the activity was shown in such consistently positive terms, grounded in a growth mindset, self-acceptance, and encouragement.
Having a friend to share an encouragement habit is fantastic, but you can practice it on your own as well. Compliment yourself in the mirror every morning. Keep a running “great work.” list of thing? you are doing well today. Trust in your ability to find something loving—and true-to comment today and every day.
1. What do we know about the author’s classmates?| A．They admired those talented in art. |
| B．They didn’t take art class seriously. |
| C．They were of the same artistic level. |
| D．They were on good terms in the class. |
| A．By showing false compliments to others. |
| B．By decorating their class as a museum. |
| C．By displaying abstract art works in the class. |
| D．By offering supportive language around them. |
| A．It made him hopeful and confident. |
| B．It needed to provide more practice. |
| C．It was cheap and easy to carry out. |
| D．It promoted his communication skills. |
| A．To introduce a community education program. |
| B．To call for good action to support those in need |
| C．To describe how to make encouragement a habit. |
| D．To comment on the power of authentic expressions. |
Born into a medical family, Amar, a 15-year-old boy, was expected to be a doctor, but deep down in his heart, he was eager to take up writing as his future career. He was in a great dilemma whether to pursue his dream or live up to his parents’ expectation. until one day when his father gifted him a parrot.
The parrot had two hazy lines in her neck: black and red. Amar knew the hazy lines mark the stage of learning. “When there is a good teacher, how can his student be stupid” ,he used to believe. It was absolutely true.
Metto’s cage was yellow with a big door and a shiny silver rod (杆) running through the centre. Metto’s world was fantastic, surrounded by eight-foot white walls with some plum trees. And a lawn, with a palm tree in the middle, was dotted with multiple-color roses.
Back home from school every afternoon, Amar always slid the door of the cage up for Metto to set her free nearby the palm tree. Metto could set herself free because she learned how to slide up the door but she had never tried to do so. It was either love with Amar or, might be, she had never tasted the taste of a bigger world.
Amar always talked with Metto in Pashto (普什图语). Whenever Amar fished out peanuts from his pocket, Metto talked frequently “Toti choori khore” —parrot! Wanna eat choori. She had learned one more sentence after meeting with a friend belonging to jungle outside the white walls. She always said that at the end of meal “Da wakht bam teer she”—this shall to be passed, which Amar had never taught her.
Amar saw her friend coming daily and sitting in the plum tree nearby Metto’s cage. He let them and did nothing. “The new one can never succeed in winning her. After all, I feed her well. She will never leave me”, Amar murmured. But he didn’t know the new teacher had taught her something the old one hadn’t. It was the outer world with untouchable horizon.
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。
One day, on the way to feed her, Amar was shocked at what Metto was doing.
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His head hanging down; Amar came back home after long running.
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9 . Here we are, wrapping up 2023 in a red bow like one of the holiday presents in a TV commercial. It was a year full of poetic discoveries for our editorial team and especially for me. I encountered so many new-to-me poets. Diana Solís from the December 2022 issue and Joyce Mansour from the June 2023 issue are examples of this: poets with whom I was unfamiliar and who have now become part of my daily conversation. Living in Chicago, I might have encountered Diana Solís some other way. She is an icon of revolutionary poetry and photography. What a gift to learn, to be enthusiastic about new poetics like I’m still in the front row of the classroom, trying to do my best.
Two truths I’ve learned about Chicago since moving here: Chicago is a city that holds things close and doesn’t need to show off about its riches. And there are riches everywhere —great music all over the place, the best pizza, an embarrassment of architectures, and, of course, poetry on every corner. Nelson Algren said every great writer must spend time in Chicago.
The final version of 2023 is from a distinguished Chicagoan, the poet and journalist Frank Marshall Davis. When I read his work for the first time, I was struck by the truth of the poems, his clear-eyed critique(批评). He was a truth teller when no one wanted to listen. This issue also includes poems of another Chicago great, Li-Young Lee. His poems taught me how to think about romance as an engine for a poem. Multiple generations of poets have been using the man’s gestures in their love poems, often without realizing it, because even their teachers were borrowing from Li-Young Lee too.
So maybe that is why this issue has me in my holiday feels. Poems can be for the poet and the community concurrently, an offering of the self that indicates the care of the giver.
1. What is the occupation of the author?| A．A magazine editor. | B．A news reporter. |
| C．A blog writer. | D．A Chicagoan poet. |
| A．Everything was new in this year. | B．It was a year of poetry revolutionary. |
| C．New poets led the way in this year. | D．It was a year of discovery and learning. |
| A．The great art everywhere. | B．Its multicultural atmosphere. |
| C．The economic development. | D．Its hidden music and poems. |
| A．To set examples for young poets. |
| B．To show the great impact of poems. |
| C．To promote their unique writing technique. |
| D．To emphasize the importance of poetry reading. |
10 . I used to believe that only words could catch the essence of the human soul. The literary works contained such distinct stories that they shaped the way we saw the world. Words were what composed the questions we sought to uncover and the answers to those questions themselves. Words were everything.
That belief changed.
In an ordinary math class, my teacher posed a simple question: What’s 0.99 rounded to the nearest whole number? Easy. When rounded to the nearest whole number, 0.99=1. Somehow, I thought even though 0.99 is only 0.01 away from 1, there’s still a 0.01 difference. That means even if two things are only a little different, they are still different, so doesn’t that make them completely different?
My teacher answered my question by presenting another equation (等式): 1= 0.9, which could also be expressed as 1=0.99999.... repeating itself without ever ending.
There was something mysterious but fascinating about the equation. The left side was unchangeable, objective: it contained a number that ended. On the right was something endless, number repeating itself limitless times. Yet, somehow, these two opposed things were connected by an equal sign.
Lying in bed, I thought about how much the equation paralleled our existence. The left side of the equation represents that sometimes life itself is so unchangeable and so clear. The concrete, whole number of the day when you were born and the day when you would die. But then there is that gap in between life and death. The right side means a time and space full of limitless possibilities, and endless opportunities into the open future.
So that’s what life is. Objective but imaginative. Unchangeable but limitless. Life is an equation with two sides that balances itsef out. Still, we can’t ever truly seem to put the perfect words to it. So possibly numbers can express ideas as eually well as words can. For now, let’s leave it at that: 1= 0.99999... and live a life like it.
1. What does the author emphasize about words in paragraph 1?| A．Their wide variety. | B．Their literary origins. |
| C．Their distinct sounds. | D．Their expressive power. |
| A．The repetition of a number. | B．The way two different numbers are equal. |
| C．The question the teacher raised. | D．The difference between the two numbers. |
| A．Measured. | B．Composed. | C．Mirrored. | D．Influenced. |
| A．The Perfect Equation | B．Numbers Build Equations |
| C．An Attractive Question | D．Words Outperform Numbers |
