1 . Lifelong learning is how you improve as a person, bit by bit and day by day. Lifelong learners recognize the importance and joy of growth so they never settle for what they currently know and always seek for improvement. Here are some habits people who value lifelong learning have in common, and see how many of them you recognize in yourself.

Whatever problem or dilemma (困境) you currently face, there’s definitely at least one decent book that discusses it and presents different kinds of solutions. Reading is a great way to open up new horizons, train your brain and change your life completely. Through reading, you can connect with successful people and learn from the lessons they share. Lifelong learners love to be lost in books and do it regularly.

Whether it’s online or offline, there are countless courses you can participate in for free. These are great opportunities to connect with clever and like-minded people and learn from them. Because of advanced technology, you can now gain knowledge from online programs. What lifelong learners have in common is squeezing as much as possible out of these opportunities.

Instead of spending your free time lying on the couch and watching TV, you should do something creative and practical. You know every wasted minute is gone forever. Lifelong learners stay up-to-date with growth opportunities in their areas and participate in them frequently.

As a lifelong learner, if behind the efforts, there is a deep desire to grow, your chances of success are much higher compared to when you are forced to learn. Lifelong learners love to experience the constant growth and improvement. In order to keep growing, you are supposed to clearly define your goals. Smart goal setting is one of the tools to insure constant growth.

1. How does reading affect us?

A．It broadens our horizons.

B．We learn some practical knowledge.

C．We realize our present thinking patterns.

D．It offers effective solutions to problems.

2. What does paragraph 3 encourage people to do?

A．Try to choose the suitable courses.

B．Keep in touch with various people.

C．Make use of the available resources.

D．Improve their knowledge in any area.

3. What quality do lifelong learners have?

A．A long-term goal.	B．A proper method.
C．A positive attitude.	D．A lot of experience.

4. What do we know about the lifelong learners from the last paragraph?

A．They accept different changes.

B．They develop good learning habits.

C．They believe it’s never too late to start.

D．They love making continuous progress.

2 . 假设你是高一学生李华，你的好友Lucy在朋友圈里留言说，她不知道怎样提高学习效果(efficiency)，心里很着急。希望得到你的帮助，给她一些合理的建议。你的回复包括以下要点：
1. 表示关心；
2. 合理建议（至少3条）词数80左右；可以适当增加细节，以使行文连贯。
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7 . College and high-school teachers are expressing concern about ChatGPT, an AI program that allows people with limited writing skills to create high-quality texts. It calls into question how and why we teach writing at all. If AI can do a fairly good job at most writing tasks, why spend so much time learning writing in school?

In fact, learning to write goes beyond just mastering grammar, punctuation, and sentence structure. It involves much more. For one thing, it’s about learning to turn a loose set of thoughts into a clear line of reasoning — a skill that is useful for everyone, not just those who enjoy writing or need to do a lot of it for work.

Learning to write also trains your imagination to construct the person who will read your words. It puts you in relation to someone you may not know, someone who may even not exist. When you learn to write, you learn to meet their needs in an unfamiliar context. Even ordinary assignments teach students to predict what another person knows and expects.

Writing is never simply self-expression. It’s expression to a specific audience for a specific purpose. In some cases, like a love letter, a writer knows their audience very well. In others, the audience is every bit a work of the imagination as a novel’s characters are. Writers, then, should give up trying to address the public at large, but should imagine that a friend, though not the closest friend, is listening to our talk.

When this act of imagination is done well, a reader can feel deeply understood, as if a stranger has told them some previously unknown truth about themselves. That’s how I felt reading “Difference Maker” — an essay about parenthood. While our situations were unique, naming the problem provided a deeper understanding.

It seems unavoidable that large-language models of AI will allow us to offload some of the writing tasks that students learn in school. But we can’t allow ourselves to lose the capacity to empathize (共情) with distant strangers at just the moment when we’re more able than ever to communicate with them.

1. What is teachers’ concern about ChatGPT?

A．It’s a challenge to apply it to teaching.	B．It’s hard to grade a paper written by it.
C．It limits students’ imagination and creativity.	D．It questions the necessity of teaching writing.

2. What does the author think of learning to write?

A．It helps with logical thinking.	B．It is a basic skill for everyone.
C．It focuses on correct expression.	D．It is closely related to social skills.

3. What makes writing effective according to the text?

A．Expressing oneself.	B．Targeting intended readers.
C．Conveying imaginative ideas.	D．Creating attractive characters.

4. What may be a suitable title for the text?

A．What AI Can’t Teach the Writing Students	B．ChatGPT Writing VS Traditional Writing
C．Never Lose the Capacity for Empathy	D．What Is the Future for AI Writing

8 . If you have a big test coming up or just want to do well in class, studying is one of the best things you can do to improve your grade. Even though revising things you already learned might seem boring, you’ll feel a lot more comfortable with the material.    1    

Study in 1-hour blocks.

Keep your study time shorter so you don’t get tired. Set aside (留出) an hour for each of your subjects so you have time to revise them.    2     In this way, you don’t get information mixed up between classes.

    3    

Step away for a few minutes every hour so you don’t feel overworked. Since studying takes up a lot of energy and brainpower, schedule in 5-10 minutes every hour where you just relax. Avoid working through the breaks.

Schedule time to study every day.

Try to set aside a regular time to go over notes for class.    4     So, you’re able to focus a little better. If you can, try to plan the same time every day so you can get into a regular routine (惯例).

Work somewhere quiet.

    5     Avoid studying in a room with other loud people or distractions since it’ll be hard to focus and remember the material. Instead, go into your room and shut the door, or find a quiet spot at the school library where you can sit.

A．Plan regular breaks.

B．Revise your notes in your own words.

C．Only focus on one subject at a time during each block.

D．Find a time when you feel the most energetic to study.

E．We’ll start by looking at some tips on forming the best study habits!

F．Find a place where you won’t have trouble concentrating on the material.

G．If you live with others, ask them to be quiet when you plan your study time.

9 . 听下面一段对话，回答以下小题。
1. What is the minimum entrance requirement for Cambridge University?

A．Getting three As and a B.

B．Getting two As and two Bs.

C．Getting an A and three Bs.

2. Which subject makes the woman anxious?

A．Biology.

B．Physics.

C．Math.

3. What will the woman do if she fails the exams?

A．Start to work.

B．Choose another university.

C．Retake them after another year of study.

10 . Carl Wieman, a Nobel Prize-winning physicist at Stanford University, excelled in the lab, where he created the Bose-Einstein condensate (玻色-爱因斯坦凝聚态). However, his mastery in the lab did not extend to the classroom. For years, he wrestled with what seemed to be a straightforward task: making undergraduates comprehend physics as he did. Laying it out for them—explaining, even demonstrating the core concepts of the discipline—was not working. Despite his clear explanations, his students’ capacity to solve the problems he posed to them remained inadequate.

It was in an unexpected place that he found the key to the problem: not in his classrooms but among the graduate students (研究生) who came to work in his lab. When his PH. D. candidates entered the lab, Wieman noticed, their habits of thought were no less narrow and rigid than the undergraduates. Within a year or two, however, these same graduate students transformed into the flexible thinkers he was trying so earnestly, and unsuccessfully, to cultivate. “Some kind of intellectual process must have been missing from the traditional education,” Wieman recounts.

A major factor in the graduate students’ transformation. Wieman concluded, was their experience of intense social engagement around a body of knowledge — the hours they spent advising, debating with, and recounting anecdotes to one another. In 2019, a study published in the Proceedings of the National Academy of Sciences backed this idea. Tracking the intellectual advancement of several hundred graduate students in the sciences over the course of four years, its authors found that the development of crucial skills such as generating hypotheses (假设), designing experiments, and analyzing data was closely related to the students’ engagement with their peers in the lab, rather than the guidance they received from their faculty mentors (导师).

Wieman is one of a growing number of Stanford professors who are bringing this “active learning” approach to their courses. His aspiration is to move science education away from the lecture format, toward a model that is more active and more engaged.

1. What problem did Carl Wieman have with his undergraduates?

A．Making them excel in the lab.	B．Demonstrating lab experiments.
C．Facilitating their all-round development.	D．Enhancing their physics problem-solving.

2. Which of the following best describes the graduate students who first joined Wieman’s lab?

A．Limited in thinking.	B．Resistant to new ideas.
C．Flexible and earnest.	D．Experienced and cooperative.

3. What is crucial for developing students’ intelligent thought according to the 2019 study?

A．Intense lab work.	B．Peer pressure and evaluation.
C．Academic interaction with fellows.	D．Engagement with external society.

4. Which of the following can be a suitable title for the text?

A．Transforming Graduates’ Habits	B．Carl Wieman’s Nobel Prize Journey
C．The Nobel-Prize Winner’s Struggles	D．Carl Wieman’s Education Innovation