1 . I was a rising high school junior in the summer of 2021, when I took Philosophy 101 at Lehmon College, a   ____that allows New York City public school students to earn credits. Why philosophy?________, I chose it on impulse (一时冲动). I expected this course to be interesting. I didn’t expect this class, which________me to the words and works of Socrates, Plato and other moral philosophers, to change my________to college education.

But that’s what________. During the second week of class, when we________the work of Socrates, I read Socrates’ words, “The unexamined life is no life for a human being to live”. My eyes________in surprise and my posture was fixed. I read these words over and over until my professor broke my trance (出神、发呆), “Could anyone in the class interpret the_______ of Socrates’ words?”

Then I did my best to explain that the wise philosopher was making a________on how we should live. To me, this meant getting________about all aspects of yourself, putting yourself in academic, social and cultural spaces that will_______ your world view, and being open to personal growth along the way.

After reflecting on the words even after the course was over, I realized Socrates was________meaningful life means a(n)________to exploration. Being immersed in ideas such as Socrates’________me to think about the person I am. I began to see college as a place to gain knowledge and explore my interests,________just fulfill classes.

1.

A．interview

B．survey

C．camp

D．course

2.

A．Generally

B．Honestly

C．Roughly

D．Briefly

3.

A．recommended

B．pushed

C．introduced

D．compared

4.

A．secret

B．solution

C．attitude

D．behavior

5.

A．happened

B．started

C．worked

D．ended

6.

A．made up

B．put forward

C．went through

D．turned down

7.

A．widened

B．clouded

C．narrowed

D．shut

8.

A．difference

B．source

C．meaning

D．feature

9.

A．defence

B．bet

C．story

D．claim

10.

A．scared

B．curious

C．confident

D．confused

11.

A．satisfy

B．challenge

C．block

D．expand

12.

A．right

B．positive

C．rigid

D．cautious

13.

A．dignity

B．commitment

C．failure

D．adjustment

14.

A．inspired

B．forced

C．forgave

D．seized

15.

A．but

B．simply

C．even

D．not

2 . Alia found herself disappointed in the drawing studio after missing out on picking her classes due to illness. She had hoped for Biology, but it was ___________ by the time she got to choose. She loved everything about science, from the way it used facts to how it revealed the basic nature of things. But ___________ was so... un-scientific.

The first class project was self-portraits (肖像). Some students were drawing self-portraits using___________. Others were working from photographs. Alia___________the incomplete outlines, feeling like a cat in a dog show.

The teacher ___________ her. “Every portrait begins with a circle,” he said. “Then you create a series of lines.” To ___________, he drew a group of small, quick portraits. He began each one with a ___________ , some straight lines, and a triangle (三角形) to determine ___________ the eyes, nose, and chin (下巴) should go.

___________, Alia began her own self-portrait. She ____________ the basic form of a head, the way she had been shown. From there, she used lines to plot the ____________ of her face. The process took patience and ____________ . She had to take note of each detail. One wrong measurement could throw off the whole ____________.

Alia was surprised by the structure and discipline involved in drawing a portrait. Measuring, studying details and ____________ the basic nature of something ______________ her of what she loved about science.

1.

A．full

B．changeable

C．busy

D．tough

2.

A．biology

B．art

C．physics

D．medicine

3.

A．artbooks

B．glass

C．brushes

D．mirrors

4.

A．cared for

B．searched for

C．glanced at

D．get rid of

5.

A．punished

B．approached

C．blamed

D．requested

6.

A．introduce

B．demonstrate

C．complete

D．promote

7.

A．letter

B．square

C．circle

D．dot

8.

A．why

B．when

C．how

D．where

9.

A．Surprisingly

B．Excitedly

C．Hesitantly

D．Disappointedly

10.

A．drew

B．wrote

C．printed

D．typed

11.

A．features

B．sizes

C．colors

D．lengths

12.

A．accuracy

B．love

C．courage

D．humor

13.

A．design

B．paper

C．portrait

D．book

14.

A．changing

B．revealing

C．distinguishing

D．understanding

15.

A．warned

B．informed

C．suspect

D．reminded

3 . 听下面一段较长对话，回答以下小题。
1. Why does the man choose to take an evening course?

A．It lasts much longer.

B．He prefers smaller classes.

C．He has to work during the day.

2. What is the schedule of the evening course?

A．It will end at 10 pm.

B．It will last for a week.

C．It will end after Christmas.

3. What does the man have to do before taking the course?

A．Learn a new language.

B．Learn data processing.

C．Buy some computer software.

4. What information does the man get at the end of the conversation?

A．How much to pay.

B．Where to register.

C．What to bring.

4 . 听下面一段独白，回答以下小题。
1. What is the speaker introducing?

A．A course.

B．An online meeting.

C．An English class.

2. What was the main focus last year?

A．Accent Improvement.

B．Debating Improvement.

C．Leadership Improvement.

3. How long will the activity last?

A．A few days.

B．Several hours.

C．A whole week.

5 . Math and music are two entirely different fields of study, but there is a strong relevance between them. At some point, they tend to overlap, and it is common for people good at math to be good at music. It may seem illogical to compare the two, but there are more similarities between math and music than you would imagine.

Numbers can tell us more about music. Sounds strange but it’s true. Music is divided into sections that are called measures, where each measure has equal amounts of beats. This is comparable to mathematical divisions of time. Now, each piece of music will tell us how many beats there are in each measure. All the music notes have numerical connections and a number of beats. It is important to understand the value of fractions (分数) and notes to count the music correctly.

The biggest similarity between math and music in pattern. For example, music has repeating choruses while math uses patterns to explain the unknown. You can use different mathematical phenomena in music. These include geometry (几何学), signal processing, etc. In fact, research has shown that when music shows some mathematical structure, it tends to be more popular.

In addition to their shared elements, math and music can be taught using the principles of both. A student who enjoys math and music can benefit from both. For example, music can enhance cognition and reasoning skills. For instance, Einstein listened to music when solving math problems to increase clarity. Similarly, playing music can improve cognition, as it increases communication between the two brains.

Music is a gateway to many things, and until now, you probably didn’t realize that it’s just as demanding, analytical, logical and scientific as math. Something as simple as learning “Mary Had a Little Lamb” on the piano is actually setting your child up for bigger and better things; maybe they’ll pick up Pythagoras (毕达哥拉斯) in a flash, maybe they’ll be a genius in math, perhaps they’ll one day discover their own theory of relativity.

1. What does the author think about math and music?

A．Math and music are deeply intertwined.

B．Music is a totally different subject from math.

C．It sounds reasonable to compare math and music.

D．People expert at math all tend to be music lovers.

2. What’s mainly about the paragraph 2?

A．Measure is a piece of music.	B．Math helps in reading music.
C．Music sound appears strange.	D．Music beats equal to math numbers.

3. What statement will the author probably agree with?

A．Patterns are common in both math and music.

B．Certain music skills are practised via choruses.

C．Music principle seems easier than mathematics.

D．Reasoning skills in math chiefly rely on music.

4. What message does the last paragraph convey?

A．Musical involvement promotes to be a genius.

B．Music allows kids to combine math with piano.

C．Music offers kids potential success in mathematics.

D．Music may enhance the mathematics skills of all kids.

6 . Pre-College Program Courses

The Harvard Pre-College Program will be hosting all courses online for Summer 2021. To encourage interactive learning, class sizes are small and typically range from 12 to 18 students. In this collegial setting, you will practice the art of healthy debates, learn to communicate clearly on complex topics, and deliver presentations on your own research, all under the guidance of Harvard instructors for a true Ivy League experience. At the end of the program, you will receive a written evaluation from your instructor, as well as a Harvard transcript with a grade of AR or NM （"requirements met" or "requirements not met"）. Please note: You need to attend every online class in its entirety to receive a passing grade of "Met All Requirements".

Course: Care in Critical Times

• Jul 5 —Aug 16, Mon. to Thurs., 8:30 — 11:00 am

• Andrea Wright

What is care? How can and do communities encourage care as a tool for building healing, and hope? This course requires students to not only ask how they might engage in caring acts with their own communities, but to complete a locally based community project that brings care.

Course: Introduction to neuroscience

• Jul 7 — Jul 25, Wed. to Fri., Noon — 3:00 pm

• Grace Francis

This course is an introduction to the nervous system, with emphasis on the structure and function of the human brain.

Course: College Writing

• Jul 1 — Jul 22, Thurs. to Sat., 8:00 — 11:30 am

• Martin T. Greenup

This course introduces students to college writing by taking them through the steps required to complete a five — page analytic essay. Students read a range of classic and contemporary short stories, and develop strategies for careful close reading via class discussion and in-class exercises.

Course: The Economics of Cities

• Jun 17 — Jul 29, Sun. to Thurs., 3:15 — 6:15 pm

• Thomas Shay Hill

What causes cities to grow, and what limits their growth? What are the costs of urban living, and how can they be overcome? We examine a range of major urban issues from an economic view: traffic and transportation; water, public health and the role of cities in generating economic growth and technological innovation.

1. What is the purpose of the first paragraph?

A．To offer an overview of the program.

B．To introduce the program instructors.

C．To present the contents of the guidance.

D．To explain the requirements of the courses.

2. Which course can you take if you are available on Friday mornings in July?

A．Care in Critical Times.	B．College Writing.
C．Introduction to neuroscience.	D．The Economics of Cities.

3. Whose course should you choose if you are interested in urban public health?

A．Andrea Wright's.	B．Grace Francis's.
C．Martin T. Greenup's.	D．Thomas Shay Hill's.