1 . Directions: Fill in each blank with a proper word chosen from the box. Each word can only be used once. Note that there is one word more than you need.

A. associated          B. charge          C. cooling          D. deaden          E. appliances          F. narrow G. causes          H. reflective          I. restricted          J. typically          K. unstable

How does thunder-snow work? Thunder-snow is rare because the conditions that produce snow tend to have a stabilizing effect on the atmosphere. In winter the surface and lower troposphere (对流层) are cold and there is little moisture to lead to lightning. Lightning super-heats the air, while the rapid     1     produces the sound waves we call thunder.

Thunderstorms can form in winter, but have different characteristics. A typical normal thunderstorm consists of tall,     2     clouds that rise from a warm updraft (上升气流) leading from the surface up to around 40, 000 feet. Thunder-snow usually forms when layers of flat snow clouds develop instability and experience dynamic lifting. Three     3     lead to the instability. Firstly, a normal thunderstorm at the edge of a warm or cold front can run into cold air, changing rain into freezing rain or snow. Secondly, when the flat snow clouds become bumpy or develop what are usually called “turrets”. Turrets rise about the clouds, making the top layer     4     . The change causes water molecules or ice crystals to gain or lose electrons (电子). When the electrical     5     difference between two bodies becomes large enough, lightning occurs. Thirdly, a cold air front passing over warmer water can produce thunder-snow. This is the type of thunder-snow most often seen near the Great Lakes or near and ocean.

The obvious difference between a typical thunderstorm and thunder-snow is that a thunderstorm produces rain, while thunder-snow is     6     with snow. However, the thunder and lightning of thunder-snow are different, too. Snow can     7     sound, so thundersnow’s thunder sounds low and doesn’t travel as far as it would in a clear or rainy sky. Normal thunder may be heard miles from its source, while thunder-snow thunder tends to be     8     to a 2 to 3 mile radius from the lightning strike. While the sound of a thunder may be lowered, lightning flashes are enhanced by     9     snow. Thunder-snow lightning     10     appears white or golden, rather than the usual blue or purple of thunderstorm lightning.

2 . 听下面一段独白，回答以下小题。1.

A．3%.	B．15%.
C．About 18%.	D．Over 30%.

2.

A．British senior managers.	B．Patients in mental hospital.
C．Prime ministers.	D．American presidents.

3.

A．Factors of affecting people’s success.

B．Importance of keeping emotional health.

C．Encouraging children to have ambitions.

D．Relationships between hardship and success.

3 . Learning more efficiently is a matter of time, but not in the way you might think. According to Hermann Ebbinghaus, the pioneer of quantitative memory research, you may have a new perspective about it.

The findings

Ebbinghaus is best known for two major findings: the forgetting curve and the learning curve.

The forgetting curve describes how new information fades away. Once you’ve “learned” something new, the fastest drop occurs in just 20 minutes; after a day, the curve levels off.

Within minutes, nearly half of what you’ve “learned” has disappeared.

Or not.

According to Benedict Carey, author of How We Learn, what we learn doesn’t necessarily fade; it just becomes less accessible.

In my case, I hadn’t forgotten a key point. I just didn’t access that information when I needed it.

Working with our memory

Ebbinghaus would have agreed with Carey: He determined that even when we think we’ve forgotten something, some portion of what we learned is still filed away, which makes the process of relearning a lot more efficient.

As Ebbinghaus writes:

Suppose that a poem is relearned by heart. It then becomes evident that, although it seems totally forgotten, it still in a certain sense exists. The second learning requires noticeably less time or noticeably smaller number of repetitions than the first.

That, in a nutshell, is the power of spaced repetition.

The condition is simple. Learn something new, and within a short period of time you’ll forget much of it. Repeat a learning session a day later, and you’ll remember more. Repeat a session two days after that, and you’ll remember even more. The key is to steadily increase the time intervals between relearning sessions.

And forgive yourself for forgetting. Accept that forgetting is actually a key to the process.

Why?

Forgetting is an essential part of learning. Relearning strengthens earlier memories. Relearning creates different context and connections. According to Carey, “‘Some breakdown’ must occur for us to strengthen learning when we revisit the material. Without a little forgetting, you get no benefit from further study. It is what allows learning to build, like an exercised muscle.”

The process of retrieving a memory — especially when you fail — strengthens access. That’s why the best way to study isn’t to reread; the best way to study is to quiz yourself. If you test yourself and answer incorrectly, not only are you more likely to remember the right answer after you look it up, you’ll also remember that you didn’t remember. Forgetting, and therefore repeating information, makes your brain assign that information greater importance.

1. According to Ebbinghaus’ chart, we conclude that ________.

A．the best time to avoid forgetting is the sixth day after learning

B．we usually forget most of what we’ve learned on the sixth day

C．forgetting really exists almost in the whole process of learning

D．what has been learned will be forgotten completely in any case

2. Why does the writer say, “Forgetting is actually a key to the process”?

A．Because forgetting itself is one of the steps in our learning.

B．Because forgetting can help us benefit from further learning.

C．Because relearning can create new context and materials for us.

D．Because learning memory is just like muscle memory in exercise.

3. What does the word “retrieve” in the last paragraph but one most probably mean?

A．To reappear in the place.	B．To consolidate something in time.
C．To memorize something firmly.	D．To find and bring back something.

4. Which of the following can be the best title for the passage?

A．Forget More with Less Repetition	B．Learn More with Less Effort
C．Two Amazing Curves in Learning	D．Two Different Findings in Forgetting

4 . Winning personality

The modern manager has to play the role of team coach, i.e. be good at asking questions. What _________ the individual players? What is the role of a manager's personality in inspiring team performance? Since every corporation is a potential minefield (雷区) of personality traits, he or she had better also have _________ skills.

Karl Moore, an associate professor at McGill University in Canada, has written two recent articles on the role of different personality types in business. One of the most common _________ is between introverts (内向者) and extroverts (外向者). Mr. Moore estimates that around 40% of the population are introverts, 40% are extroverts and 20% are "ambiverts" who can _________ both characteristics.

Extroverts are most likely to go far in business. They are, after all, good at _________ themselves. While an academic study found that extroverts were 25% more likely to _________ a high-earning job. It may also be said a high-earning job would make anyone more confident and outgoing. Yet, personality traits tend to develop early in life.

The study also found that the children of _________ families were more likely to be extrovert. It could simply be that children who grow up in more prosperous homes are less likely to face the kind of stressful events that _________ self-confidence. People with higher self-confidence may apply for more prestigious jobs and may be more likely to believe that their efforts will be rewarded; those with a negative self-image may feel it is not worth trying too hard.

But introverts are also _________ climbing the greasy pole. A study in 2017 found that introvert executives were more likely to __________ the expectations of the Board than their bragging, uber-confident colleagues.

Mr. Moore thinks that successful executives have to become ambiverts in order to succeed. Introverts must show __________ or make an occasional stirring speech, when the situation calls for it. And extroverts need to shut up and listen to their teams — not least because when the manager speaks first, the team members will be __________ to disagree.

__________, managers also need to think about the different personality types when conducting meetings. It is easy for meetings to be __________ by extroverts, who have a tendency to speak the loudest and most often. Introverts may never __________ the discussion.

Managers have to spend time chatting to, and observing their team members before deciding how best to get them motivated. Managers need to be less like Henry Ford, and more like Sigmund Freud.

1.

A．helps

B．satisfies

C．drives

D．requires

2.

A．educational

B．interpersonal

C．navigational

D．vocational

3.

A．approaches

B．divides

C．figures

D．symbols

4.

A．illustrate

B．predict

C．explain

D．display

5.

A．selling

B．reaching

C．wrapping

D．representing

6.

A．beat

B．choose

C．spot

D．land

7.

A．well-off

B．positive

C．needy

D．harmonious

8.

A．confirm

B．strengthen

C．weaken

D．train

9.

A．expert in

B．afraid of

C．concerned about

D．free from

10.

A．get rid of

B．hold firm to

C．live up to

D．fall short of

11.

A．enthusiasm

B．determination

C．innovation

D．perseverance

12.

A．ready

B．reasonable

C．reluctant

D．responsible

13.

A．Briefly

B．However

C．Similarly

D．Instead

14.

A．engaged

B．occupied

C．spoiled

D．dominated

15.

A．dedicate to

B．contribute to

C．account for

D．answer for

5 . Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in NO MORE THAN 60 WORDS. Use your own words as far as possible.

The lost art of listening

Do you think you’re a good listener? Chances are that you do. But studies show that most people seriously overestimate their ability to listen. The truth is we are generally not good at listening, and our listening comprehension declines as we age.

This was proven by Dr. Ralph Nichols, who conducted a simple experiment to test students’ listening skills. He had some Minnesota teachers stop what they were doing mid-class, and then asked students to describe what their teachers had been talking about. While older kids with more developed brains, are usually assumed to be better listeners, the results, however, showed otherwise: While 90 percent of first-and second-graders gave correct responses, this percentage dropped rapidly as the students got older.

One reason for our poor listening concerns the speed at which we think. The adult brain can process up to around 400 words per minute, more than three times faster than the speed an average person speaks. This means we can easily think about something else while someone is talking to us, allowing our mind to wander or get sidetracked. The younger students in Dr. Nichols’s experiment were better listeners partly because their brains were less developed — they lacked the extra brain power to be distracted.

Another factor that contributes to our poor listening is our ever-decreasing attention span. According to a Mircrosoft study, the age of smartphones has had a negative impact here. In 2000 — around the time the mobile revolution began — the average human attention span was 12 seconds; by 2013, it had fallen to 8 seconds. Even a goldfish — with an average attention span of 9 seconds — can hold a thought for longer!

More and more people now realize that listening is a skill that can be developed through practice. Learning to observe a speaker’s body language and emotions, for example, can improve our active listening. Even the simple act of note-taking or making eye contact can help us stay focused while listening.

6 . While people who are both trustworthy and capable are the most sought after when it comes to team assembly, friendliness and trustworthiness are often more important factors than ability.

“We assume that people are_________for important task forces and teams because of the knowledge, skills and abilities they bring to the table. However, this research suggests that people may often get picked because team members feel_________with them,” said Cynthia Maupin, assistant professor of organizational behavior and leadership in Binghamton University’s School of Management. “People may be willing to_________a bit in terms of performance in order to have a really positive team experience.”

Maupin and her colleagues focused on a group of MBA students to conduct their study. Students were_________ assigned to teams at the beginning of the semester to work on class projects and assignments. Toward the end of the semester, students were asked to form their own teams and _________why they selected each member of their group.

“We wanted to find out what people did to_________ to others that they might be someone who would be good to team up with in the future,” Maupin said.

The researchers_________looked at how students signaled their human capital, the ability to do their tasks well, and their social capital, the_________to which they were friendly and trustworthy, to other students by studying their use of either challenging or supportive voice:

●Challenging voice: Communicating in a way that challenges the present circumstances and is _________new ideas and efficiency.

●Supportive voice: Communicating in a way that __________ social ties and trust, and builds friendly unity of a team.

The researchers found that people who__________both abilities, through the use of challenging voice, and trustworthiness, through the use of supportive voice, were the most in-demand people when it came to__________teams.

“As might be expected, anyone who was very strong in terms of signaling both their human and social capital were extremely sought after. They’re doing all the right things to__________that they’re both trustworthy and a good worker,” Maupin said.

However, the researchers found that students who only exhibited social capital through__________voice were more sought after than those who only signaled their ability through the use of challenging voice.

“Our findings suggest that when people feel like they can trust you, even if you’re not__________ the best worker, they’re going to be more likely to want to work with you,” Maupin said. “They know that there are likely to be fewer interpersonal issues in that case.”

1.

A．qualified

B．selected

C．examined

D．accounted

2.

A．dissatisfied

B．favourite

C．permanent

D．comfortable

3.

A．sacrifice

B．exchange

C．prohibit

D．contribute

4.

A．deliberately

B．originally

C．randomly

D．purposefully

5.

A．bargain

B．assess

C．negotiate

D．neglect

6.

A．signal

B．contribute

C．devote

D．manage

7.

A．indefinitely

B．frequently

C．considerably

D．specifically

8.

A．occasion

B．mission

C．degree

D．opinion

9.

A．engaged in

B．focused on

C．gotten across

D．taken off

10.

A．adjusts

B．decreases

C．monitors

D．strengthens

11.

A．exhibited

B．developed

C．evaluated

D．concealed

12.

A．separating

B．dominating

C．assembling

D．maintaining

13.

A．establish

B．resolve

C．analyze

D．estimate

14.

A．challenging

B．moderate

C．healthful

D．supportive

15.

A．doubtfully

B．necessarily

C．questionably

D．fortunately

7 . Directions: Fill in each blank with a proper word chosen from the box. Each word can only be used once. Note that there is one word more than you need.

A. adjusting；B. casual；C. crawl；D. handle；E. interpret；F. limiting G. lower；H. minimal；I. pooling；J. rough；K. spray

Your body avoids overheating by taking advantage of a bit of physics: When water evaporates from a surface, it leaves the surface cooler. When your body gets too hot, it pumps water onto your skin and lets it evaporate, carrying away heat. This effect can actually     1     the temperature of your skin to below the air temperature. This allows humans to survive in places where the air temperature is as high as human body temperature - as long as we keep drinking water to produce more sweat.

If there's a lot of moisture in the air, then evaporation slows to a(n)    2    , because water condenses (凝结) onto your skin almost as fast as the moisture evaporates off it. When you feel sticky from sweat     3     on your skin, it means your body is struggling to evaporate water fast enough to keep you cool.

I asked Zachary Schlader, a researcher at Indiana University who studies how our bodies     4    extreme heat, about the hottest temperature a normal human could tolerate under ideal conditions. His 2014 study found that a person who is at rest, wearing     5     clothing, in a very dry room—10 percent relative humidity - and drinking water constantly could probably avoid overheating in temperatures as high as 115 degrees Fahrenheit (46℃) .

The     6     factor for our heat tolerance is sweat—how quickly we can produce it and how quickly it evaporates. If you kept your skin wet with a steady     7     of water, and sat in front of a powerful fan, you could increase the evaporation rate and keep your skin cool in even higher temperatures.

Models of human thermoregulation like the one in the 2014 paper don't usually cover such extreme conditions, but I tried     8     their formulas to approximate what would happen under extreme evaporation and high wind. The results suggested that, with the help of a pool of water and a powerful fan, a human could conceivably tolerate heat of up to 140 degrees Fahrenheit (60℃) in air with 10 percent humidity.

That seemed awfully high, so I ran the number by Dr. Schlader. “Doing some    9    calculations, I come up with a similar number,” he said, “Honestly, I was surprised.” But, he added, these models are likely not reliable at such extremes. “I would     10     such findings with caution.”

8 . Most animal species in the world have developed some sort of natural camouflage that helps them find food and avoid attack. The specific nature of this camouflage varies considerably from species to species.

Camouflage develops differently depending on the physiology and behavior of an animal.    1    

An animal's environment is often the most important factor in what the camouflage looks like. The simplest camouflage technique is for an animal to match the "background" of its surroundings.

Since the ultimate goal of camouflage is to hide from other animals, the physiology and behavior of an animal's predators or prey is highly significant.     2    . For example, there’s no point in an animal replicating the color of its surroundings if is main predator is color-blind.

In addition to background-matching coloration, many animals have distinctive designs on their bodies that serve to conceal them. These designs, which might be spots, stripes or a group of patches, can help the animal in a couple of ways. First, they may match the pattern of "the model", the background of the animal's surroundings. Second, they may serve as visual disruptions. Usually, the patterns are positioned out-of-line with the body's contours (外形).     3    . This makes it hard for the predator to get a clear sense of where the animal begins and ends — the pattern on the body seems to nun of in every direction.

Other animals use a more aggressive sort of mimicry. Several moth species have developed striking designs on their wings that resemble the eyes of a larger animal. The back of the hawk moth caterpillar actually looks like a snake head, a frightening visage for most predators he moth would come across.

Mimicry is a different approach than ordinary camouflage, but it works toward the same end. By developing a certain appearance, an animal species makes itself a harder target for predators and a sneakier hunter for prey. As animal species evolve, they become more and more in tune with their environment.     4    . After all, being entirely overlooked by a predator is preferable to having to put up a fight.

A．Often, these sorts of adaptations are more effective survival tools than an animal's more aggressive weapons of defense (teeth, claws, beaks).

B．This disruptive coloration is particularly effective when animals in a species are grouped together.

C．For example, an animal that swims in large schools underwater will develop different camouflage than one that swings alone through the tees.

D．An animal will not develop any camouflage that does not help it survive.

E．In this case, the various elements of the natural habitat may be referred to as the "model" for the camouflage.

F．That is, the pattern seems to be a separate design superimposed on top of the animal.