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We’re happy you will be joining us at UW-Stout! Your next step is to attend First-Year Registration and Orientation (FYRO) (迎新會(huì)) running from 7:45 a. m. to 4:40 p. m. Students should select a date that allows them to be present for the entire day. Invitations will be sent by email starting February 20.
Recommended On-Campus Dates
·June 5, 6, 7, 8 or 9
·June 12, 13, 14 or 16
·June 19, 20, 21 or 23
Make-Up Dates
Email us to request one of these make-up dates.
·July 20 or 21
What to Expect
Students and their guests will be separated for most of the day.
Students will:
Guests will:
·Connect with peers.·Meet their first-year advisor.
·Understand their academic plan and expectations of college.
·Understand their financial responsibilities and how to pay for school.
·Understand the importance of involvement and how to get involved with student organizations.
·Be familiar with campus resources.
·Be excited about starting their time at Stout!
·Understand their role in their student’s success.·Understand their student’s financial responsibilities and paying for school.
·Feel comfortable with their student living on campus.
·Know that their student will be supported to live a healthy lifestyle.
·Know that their student will be safe on campus.
Before Your Attendance
Complete the placement tests at least one week prior to your scheduled registration date. Testing information will be sent to students' email on or after March 15.
Download these apps, which will help you to be successful in college life.
·Canvas Student: our online classroom.
·Navigate: to help schedule appointments with your advisor, view to-do items and more!
·Multi-Factor Authentication: to enhance the security of your account by checking on your identity when logging into many of our UW-Stout accounts.
1．Students are advised to attend FYRO on ______.
A．February 20 B．June 19 C．July 21 D．March 15
2．Attending FYRO, both students and their guests will ______.
A．meet first-year advisor
B．know students’ academic plan
C．have an idea of students' education cost
D．be clear about how to participate in organizations
3．What are students required to do before attending FYRO?
A．Complete the placement tests 5 days ahead.
B．Take some online classes on Canvas Student.
C．Schedule first-year college life with apps on the phone.
D．Download Multi-Factor Authentication for account security.

One of the major reasons we take photos in the first place is to remember a moment long after it has passed: the birth of a baby, a reunion, etc. However, every time we snap a quick picture of something, we could in fact be harming our memory of it.
Linda Henkel, a professor of psychology at Fairfield University in Connecticut, studied how taking photos impacts experience and memory. She conducted an experiment using a group of undergraduates on a guided tour of the university’s Bellarmine Museum of Art. The students were asked to take photos of objects that they looked at on the tour and to simply observe others. Later, she tested their memory of all the objects they had seen on the tour. The results were clear. Overall, people remembered fewer of the objects they had photographed. They also couldn’t recall as many specific visual details of the photographed art, compared to the art they had merely observed.
“When you take a photo of something, you’re counting on the camera to remember for you,” Henkel said. “You don’t engage in any of the complex or emotional kinds of processing that really would help you remember those experiences, because you’ve outsourced it to your camera.”
Then, Henkel ran another study. This time when people took a tour of the museum, they were asked to take two kinds of photos: those of the objects in the exhibit alone and those with them standing next to the objects. It turns out that it actually changes their viewpoint on the experience, whether they’re in a photo or not. In other words, if you are in the image, you become more removed from the original moment as if you are an observer watching yourself doing something outside yourself. Interestingly, if you are not in the image, you remember more.
Henkel doesn’t disagree that the purpose of outsourcing our memory to devices can free up our brains to do other cognitive (認(rèn)知的) processing. But from the experiments Henkel is sure that cameras can’t compare to what the brain is capable of with input from the eyes and the ears.
4．What can we conclude from Henkel’s first experiment?
A．People take photos to remember a moment.
B．Taking photos is a complex or emotional process.
C．Taking photos influences experience and memory.
D．People observe more of the objects when taking photos.
5．When you are in a photo, you ______.
A．return to the original moment
B．remember more about the object
C．change your viewpoint on the photo
D．become an observer outside yourself
6．What is the author’s purpose in writing this passage?
A．To explain the reasons why people take photos.
B．To introduce the disadvantages of taking photos.
C．To persuade people not to rely on photos for memory.
D．To express disapproval of the use of devices to free brains.

The sign on the librarian’s desk read: “Readers Wanted for Project Read Aloud.” Sherene stared at it as the librarian stamped the book that she had selected for her weekly reading fare with a return by date.
“What is Project Read Aloud?” Sherene asked.
“Here’s the brochure about it. There’s a form inside to fill out if you want to become a reader. There is no pay, by the way,” the librarian said with a smile.
Sherene walked home. She loved living within walking distance of her town’s public library. She loved to sit in one of the overstuffed reading chairs in the reading room with the smell of books all around her and lose herself in a book. She had moved away after high school and had recently moved back. The library and fond memories of her childhood had drawn her back to this small town.
Once home, she sat down to read the brochure, which said, “Project Read Aloud seeks to provide the opportunity of hearing stories read aloud in a comfortable setting.” That is a fine goal, she thought.
Sherene filled out the form. She loved reading aloud. When she was a child, she read aloud to her teddy bear. Later, when she grew up and became a teacher, she read aloud to her students many times throughout the day. Since her retirement, she read aloud only to herself and Boots, her cat. It would feel so good to have a human audience once again to share stories with.
A couple of days later, Sherene sat in the now empty small theatre in the library, preparing the first story she was going to read. Soon, the audience began to wander in and find their seats. The theatre was half full in half an hour. Sherene stepped to the edge of the stage and introduced herself. She explained the origin of the story, opened the book and began to read. She wove the tale masterfully creating voices for the characters, pausing for emphasis, and taking the listeners into another world.
When Sherene read the last words of the story, there was a momentary silence as it all sank into the listeners and then a burst of enthusiastic applause. At that moment, understanding did grow in the town through the sharing of stories.
7．What can we learn about Sherene?
A．She used to be a teacher. B．She lived far from the library.
C．She liked hearing stories read aloud. D．She was involved in many social activities.
8．Why did Sherene join in Project Read Aloud?
A．She wanted to make new friends. B．The project’s goal suited her interest.
C．The project brought her extra income. D．She needed to improve her reading ability.
9．Which of the following words can best describe Sherene’s first performance?
A．Meaningful and humorous. B．Novel and amusing.
C．Impressive and conventional. D．Vivid and absorbing.

Many people have participated into lots of virtual meetings these years. Some research shows this adjustment might not impact workplace productivity to any great degree. A new study, though, suggests otherwise.
In the study, 602 participants were randomly paired and asked to come up with creative uses for a product. They were also randomly selected to work together either in person or virtually. The pairs were then ranked by assessing their total number of ideas, as well as those concepts’ degree of novelty, and asked to submit their best idea. Among the groups, virtual pairs came up with significantly fewer ideas, suggesting that something about face-to-face interaction generates more creative ideas. The findings could stiffen employers’ resolve to urge or require their employees to come back to the office.
“We ran this experiment based on feedback from companies that it was harder to innovate with remote workers,” said lead researcher Melanie Brucks. “Unlike other forms of virtual communication, like phone calls or e-mail, videoconferencing copies the in-person experience quite well, so I was surprised when we found meaningful differences between in-person and video interaction for idea generation. ”
When random objects were placed in both the virtual and physical rooms, the virtual pairs of participants spent more time looking directly at each other rather than letting their look wander about the room and taking in the entire scene. Eyeing one’s whole environment and noticing the random objects were associated with increased idea generation. On platforms, the screen occupies our interactions. Our look wavers less. “Looking away might come across as rude, ” said Brucks,“so we have to look at the screen because that is the defined context of the interaction, the same way we wouldn’t walk to another room while talking to someone in person. ”
Like most educators, Brucks has primarily taught virtually in the past three years, and she did notice some benefits of the approach as well. Her students were more likely to take turns speaking and her shyer students spoke up more often, rid of the anxiety that comes from addressing a large classroom. Brucks found that one solution to improving virtual idea generation might be to simply turn off the camera, for her students felt “freer” and more creative when asked to do so. And this may be sound advice for the workplace.
Virtual teamwork can’t replace face-to-face teamwork. Idea selection proficiency (能力) is only valuable if you have strong options to select from, and face-to-face teams are the best means to generate winning options. Perhaps the workplace will find a compromise—a sweet spot in the middle that balances working from both home and office.
10．What does the underlined word “stiffen” in Paragraph 2 most probably mean?
A．Shake. B．Revise. C．Challenge. D．Strengthen.
11．At first, lead researcher Melanie Brucks might think that ________.
A．videoconferencing can’t compare with in-person communication
B．participants should make eye contact in an online meeting
C．the feedback from companies seems questionable
D．creative ideas may emerge from casual thoughts
12．What can we learn about Brucks’ class?
A．Her students relieved anxiety by speaking up. B．Her students progressed in focusing attention.
C．Her students took advantage of virtual learning. D．Her students displayed talent for public speaking.
13．Which of the following would be the best title for the passage?
A．Interacting Virtually Impacts Working Participation B．Maintaining Teamwork Improves Idea Generation
C．Grouping Randomly Increases Productivity D．Brainstorming Online Limits Creativity

Every year, young, talented, and ambitious nature conservationists from all over the world shoot their shot for the Future For Nature (FFN) Award, an honorable international award.
The Future For Nature aims to:
·Reward and fund individuals for their outstanding efforts in the protection of species of wild animals and plants.
·Stimulate award winners to sustain their dedicated work.
·Help winners to raise their profile, extend their professional network and strengthen their funding basis.
Benefits
·The winners each receive 50,000 euros and may make their own decision to spend the money in the service of nature conservation.
·FFN offers the winners a platform and brings their stories to the attention of conservationists, financiers and a wide audience, allowing them to increase their impact and gain more access to funds.
·FFN is building a growing family of winners, dedicated people who form a community of people with the same interest. FFN offers them the opportunity to meet each other and continue to learn with each other in order to continue their fight for nature as efficiently and effectively as possible.
Qualifications
The candidate：
·Must be born on or after the 31st May 1988 and before the 31st May 2005.
·Is able to explain his/her conservation work in fluent English (written and spoken).
·Has achieved substantial and long-term benefits to the conservation status of one or more animal or plant species.
·Must be determined to continue his/her conservation work, as the award aims to stimulate the winner’s future work. It is not an “end of career” prize.
Additional Remarks
For the 2023 Future For Nature Award, we are again searching for natural leaders, who have proven that they can make a difference in species’ survival.
From all applications, 6 to 10 nominees (被提名者) will be selected. These applicants will be asked to provide additional information, which will be used to select the final awardees. Ultimately, three inspiring wildlife heroes are selected as the winners.
Application Process: Apply online through the Apply Now link.
Application Deadline: May 1st, 2023.
14．Which is one of the aims of the Future For Nature?
A．To aid more green groups. B．To fund academic education.
C．To inspire conservation efforts. D．To raise environmental awareness.
15．The winners will get the chance to ________.
A．consult top specialists B．meet like-minded people
C．benefit the local community D．promote self-created platforms
16．To apply for the 2023 Future For Nature Award, candidates must ________.
A．meet the age requirement B．a(chǎn)pply via mail by the deadline
C．turn in the application in English D．provide additional personal information

Born with severe hearing loss, Li has found her way to communicate with the world—through painting.
Before learning to paint, Li always felt lonely in a silent world. She knew she was different from her peers because she could not hear. But a painting class in primary school opened for her a door to creativity and a way of expression.
“I still remember my first mural, which was to help a kindergarten to design and paint its wall,” Li says. “The project made me realize how happy I was immersing myself into painting.”
To pursue her passion for art, Li went to study advertising design at a vocational and technical school. “Painting brushes can help me create a colorful world in my imagination, telling my thoughts on paper, instead of through voices,” Li said.
Graduating from college in 2005, Li got a job as a typist at a public institute. But she could not communicate well with her other colleagues. Her husband understood how she felt because he lost his hearing due to medication when he was 1 year old. He is also an art lover. In March 2016, under her husband’s suggestion, Li quit her job and joined her husband’s company, which specializes in 3D wall and ground paintings.
Wall painting is a demanding job because it requires people to work outdoors, whether in extremely cold or hot weather. As all the people are hearing-impaired in their company, communication with clients is the most common challenge that the team faces.
Now in many parks and scenic spots, the couple have created large-scale murals and interactive pavement painting that make onlookers a part of the drawings.
“My husband and I want to introduce painting to more people like us and help them find their own way to make a living,” Li says. Now Li has an apprentice who just graduated from college. While coaching the newcomer, Li is exploring her own style and hopes to become an illustrator and open her own exhibition one day.
“They’re energetic young people with a passion to create new things, and you can feel that in their paintings,” one of their clients said. “They’re also a professional, dedicated team, often working late into the night on the designs for us.”
Li hopes that their stories can encourage more hearing-impaired people to build their own careers and achieve their goals, regardless of how tough it may be.
17．According to the passage, the painting class in primary school ________.
A．started Li’s first advertising design
B．helped Li find a new way to express herself
C．made Li learn about 3D wall and ground paintings
D．turned Li’s dream of opening an exhibition into reality
18．What can we know from this passage?
A．Li can communicate with her clients easily.
B．Li lost her hearing when she was I year old.
C．Li and her husband have created many wonderful paintings.
D．Li and her husband hope to become illustrators in the future.
19．To help people with hearing loss, what does Li intend to do?
A．Donate money to them. B．Design painting gifts for them.
C．Inspire them to create their own careers. D．Support them to complete college education.
20．What does the passage mainly tell us?
A．One is never too old to learn. B．Failure is the mother of success.
C．Accepting what you have makes you happy. D．Nothing is impossible to the man who will try.

To help new students, the International Business Institute (IBI) plans to set up a buddy (伙伴) peer support project. The project will help new students meet current students at IBI who can provide them with some friendly company during their first months in Newcastle and help them with any small problems that they may have.
What’s in it for you?
We believe that being a buddy will be rewarding in several ways. As a volunteer, it will be personally satisfying to know that you are able to help new students. It will also help you make contacts that may be valuable in your future academic and professional lives. If you are an overseas student, it will give you another opportunity to practise speaking English.
Responsibilities of buddies
·Telephone and arrange to make contact with the new student.
·Meet the student and show him/her around the campus and the local area. Answer questions about living in Newcastle and administration procedures at IBI.
·Arrange to meet the new student one morning or afternoon one weekend early in the semester, and take the student to places that you enjoy in Newcastle.
·Be prepared to take phone calls from the new student to answer further questions that he/she may have from time to time. Meet to explain information to the new student in person, if required.
·You will be matched to an individual new student. However, if you have friends who are also buddies, you might prefer to form a support group together. This would mean that you meet the new students as a group rather than one-on-one.
·Being a buddy is voluntary. There is no “requirement” to provide assistance beyond the help outlined above.
Please note that if you agree to become a peer support buddy, you will be expected to fulfil your role conscientiously and cheerfully. It will be important to be considerate and reliable so that the student can feel confident in your support.
21．According to the passage, what benefit can you get from being a buddy?
A．You can learn how to be a confident person.
B．It is easy for you to find some friendly company.
C．You can be rewarded with both money and prizes.
D．It may be helpful for your future studies and career.
22．As a buddy, you need to ________.
A．form a support group with other volunteers at IBI
B．provide assistance in studying each subject after class
C．meet the new student every morning early in the semester
D．help the new student get familiar with his or her surroundings
23．What is the author’s purpose in writing this passage?
A．To introduce campus life for new students.
B．To attract potential volunteers to be peer supporters.
C．To offer an opportunity to practise speaking English.
D．To provide some information about studying overseas.

When special occasions such as birthdays or other big holiday events come around, parents often look for that special toy for their children. But there is a growing understanding that gifts of time and bonding, such as vacations and other experiences, make better and more lasting gifts for children.
Experts agree that gifting children with memorable trips and fun experiences is better for their body and mind, and has corresponding positive impacts on the rest of the family!
In a 2017 study that surveyed about 500 women between 18 and 93 years old, Dr. Oravecz, a human development and family studies professor at Pennsylvania State University, asked, “Most people feel loved when...” The study showed that the most popular answers had nothing to do with any material item. Dr. Oravecz said, “Our research found that micro-moments of positivity, like a kind word, a hug with a child or a sympathetic expression, make people feel most loved.”
Clinical psychologist Oliver James agrees. He stated that as opposed to toys, details from a trip are more likely to “stick with them for long after the vacation ends.” When families interact in a stress-free environment, this creates warm, generous feelings towards one another, which are likely to be remembered with fondness. Vacations create strong emotional responses that don’t often come with material possessions.
In addition, British child psychologist Dr. Margot Sunderland believes that vacations make children smarter. “What is less widely known is that vacations can also advance brain development in children. This is because on a family vacation, you are exercising two genetically ingrained systems deep in the brain’s limbic (邊緣的) area, which can all too easily be ‘unexercised’ in the home.” Citing the work of neuroscientist Jaak Panksepp, Dr. Sunderland said, “These are the PLAY system and the SEEKING system.” “The brain’s PLAY system is exercised every time you bury your child’s feet in the sand or take them for a ride on your back. The SEEKING system is exercised each time you go exploring together: the beach, a cave, a hidden village...” She continued, “So when you take your child on a vacation, you are supporting their explorative urge (SEEKING system)—a vital resource for living life well, and their capacity to play (PLAY system). In adulthood, this translates into the ability to play with ideas—essential, for example, to the successful entrepreneur(企業(yè)家).”
In a busy household, perhaps the fun of having the latest toy may not last, but the space it occupies in the house could be there and gather dust. So for the next round of gift-giving with the children, consider an experiential gift instead. The return is definitely priceless.
24．From Dr. Oravecz’s study, we know that ________.
A．hearing kind words can make a person feel most loved
B．a(chǎn) special toy for a birthday is more lasting for children
C．women at the age of 18 and 93 years old feel more loved
D．the feeling of being loved is closely related to material gifts
25．What can be inferred from the passage?
A．The capacity to play can translate into the ability to seek.
B．The SEEKING system can develop when adventuring in the wild.
C．PLAY and SEEKING systems are more easily exercised at home.
D．Burying your child’s feet in the mud is exercising the SEEKING system.
26．According to the passage, the author may agree that ________.
A．material gifts are better for a child’s body and mind
B．children spending vacations with their parents are more generous
C．trips with family can form better emotional interactions than material gifts
D．vacations with employees are a waste of time for a successful entrepreneur

Dear Teachers and Parents,
This June, during Financial Literacy Month, we have some to share.
In 2015, a free online financial education course named FutureSmart was introduced to middle school students, specifically targeting this group at a time in their lives when financial habits take hold and grow.
Fast forward to today, FutureSmart, available in English and Spanish, has reached over 13,000 schools across all 50 states. More than two million students have completed the course, with almost half coming from low-to-moderate income families.
But we aren’t stopping there. We promise to reach four million more students by the end of 2025.
Why? Because this moment calls for brave action. Never before have money management and investment decisions been so easy to conduct at any time or place through the use of a smartphone. It is time to offer students more critical financial literacy education to encourage them to make good financial decisions on a daily basis as they make their way through a complex world.
From weighing opportunity costs to delaying instant satisfaction for long-term financial gain, FutureSmart educates our youth using hands-on simulations (模擬) to introduce concepts like daily financial decisions and the rewards of long-term planning. Teaching young learners how to build solid financial foundations is an important step in building financially healthy communities.
Although our work is far from complete, we know that FutureSmart works. And it works exceptionally well.
In the largest study of its kind, supported by the MassMutual Foundation and EVERFI, the University of Massachusetts Donahue Institute (UMDI) recently concluded that 90% of students saw a statistically significant and educationally meaningful increase in knowledge after taking the FutureSmart course.
What’s more, these results were consistent across all student demographics including race, age, gender, school year, and socioeconomic status.
We have a long way to go to reach every single middle school student, but we welcome the challenge. Together, our teams have started a movement to provide equal access to financial education, and we invite others to join us.
Visit getfuturesmart. com to learn more and see how you can bring FutureSmart to the young people in your life.
MICHAEL FANNING???????????RAY MARTINEZ
Head of MassMutual US?????????President and Co-Founder of EVERFI
27．The course FutureSmart .
A．is offered in two different languages
B．requires skillful smartphone operation
C．has been bought by a large number of schools
D．targets students from low-to-moderate income families
28．How does FutureSmart introduce financial concepts?
A．By establishing financially healthy communities.
B．By managing opportunities and rewards.
C．By simulating real-life situations.
D．By delaying financial gain.
29．After taking the course, the students should be able to .
A．improve their academic performance
B．a(chǎn)ccept financial challenges at any time
C．understand people from various backgrounds
D．build a stable financial foundation for the future

We’ve heard for years that breakfast is the most important meal of the day. But, it actually might be even more important than previously thought, according to a study published in the Journal of the Academy of Nutrition and Dietetics, which examined the effects of skipping meals and meal frequency as related to mortality (死亡率) and heart health.
The study, which was published in August of last year, sought to find out if eating behaviors like meal frequency, meal skipping, and time between meals were associated with all-cause and cardiovascular disease (CVD) mortality.
The study consisted of 24,011 adults 40 years or older who participated from 1999 to 2014. Researchers looked at various eating behaviors of participants who self-reported their eating habits every 24 hours. Causes of death were tracked via death records through December 31, 2015.
After examining participants throughout the years, researchers found that certain eating behaviors were in fact linked to higher rates of premature death. Eating only one meal per day was associated with an increased risk of all-cause and CVD mortality while skipping breakfast was linked to an increased risk of CVD mortality, and skipping lunch or dinner was linked to an increased risk of all-cause mortality. Lastly, the study found that having meals too closely together (less than four and half hours apart) was also linked to all-cause premature death.
So, what does this mean for the average person? “At the end of the day what matters is that an individual can meet their nutritional needs for optimal (最佳) health,” explains Keri Gans, author of The Small Change Diet, “and breakfast typically is a good vehicle for nutrients associated with a decrease in cardiovascular risk, such as fiber and vitamins”. “If by eliminating meals they are missing out on important nutrients their body needs, then long term that can be harmful to their health,” leads to a “higher risk for certain cancers and heart disease,” she says.
While this study was large and comprehensive in many ways, there are also many limitations. It was mostly based on a 24-hour, self-reported dietary recall, “which may not always be the best method for dietary assessment,” explains Gans. “The participants may not accurately recall what they ate or honestly report it leading to the potential of misinformation.” Researchers noted that it was impossible to consider the role of sleep in the relationship between food and mortality, as well as a host of other unmeasured factors.
The bottom line is that while these findings about the relationships between meal skipping and mortality are important, there are a lot more factors that go into premature death.
30．What are mainly discussed in Paragraphs 3 and 4?
A．Research process and findings B．The cause and findings
C．Research subjects and purpose D．The topic and significance
31．What does the underlined word “eliminating” in Paragraph 5 most probably mean?
A．Reducing. B．Overeating. C．Skipping. D．Consuming.
32．What can we infer from the study?
A．Its limitations are fully taken into account in the study.
B．Consuming adequate nutrients is the key to maintain overall health.
C．The risk of all-cause premature death is unrelated to skipping dinner.
D．Researchers learned about eating behaviors by observing the participants.
33．What is the author’s attitude towards skipping breakfast?
A．Favorable. B．Unconcerned. C．Skeptical. D．Disapproving.

Imagine a simple blood test that could flag most kinds of cancers at the earliest, most curable stage. Liquid biopsies could, in theory, detect a tumor (腫瘤) well before it could be found by touch, symptoms or imaging. Blood tests could avoid the need for surgeons to cut tissue samples and make it possible to reveal cancer hiding in places needles and scalpels cannot safely reach. They could also determine what type of cancer is taking root to help doctors decide what treatment might work best to destroy it.
Liquid biopsies are not yet in hand, because it is hard to find definitive cancer signals in a tube of blood, but progress in recent years has been impressive. Last year the journal Science published the first big prospective study of a liquid biopsy for DNA and proteins from multiple types of cancers. Though far from perfect, the blood test called CancerSEEK found 26 tumors that had not been discovered with conventional screenings.
Liquid biopsies can rely on a variety of biomarkers in addition to tumor DNA and proteins, such as free-floating cancer cells themselves. But what makes the search difficult, Ana Robles, a cancer biologist of the National Cancer Institute, explains, is that “if you have an early-stage cancer or certain types of cancer, there might not be a lot of tumor DNA,” and tests might miss it. The ideal blood test will be both very specific and very sensitive so that even tiny tumors can be found. To tackle this challenge, CancerSEEK looks for cancer-specific mutations (突變) on 16 genes, and for eight proteins that are linked to cancer and for which there are highly sensitive tests.
Simple detection is not the only goal. An ideal liquid biopsy will also determine the likely location of the cancer so that it can be treated. “Mutations are often shared among different kinds of cancer, so if you find them in blood, you don’t know if that mutation is coming from a stomach cancer or lung cancer,” says Anirban Maitra, a cancer scientist at the Anderson Cancer Center. To solve that problem, some newer liquid biopsies look for changes in gene expression. Such changes, Maitra notes, are “more organ-specific”.
On the nearer horizon are liquid biopsies to help people already diagnosed with cancer. Last year the government approved the first two such tests, which scan for tumor DNA so doctors can select mutation-targeted drugs. Scientists are working on blood tests to detect the first signs of cancer recurrence (復(fù)發(fā)) in patients who have completed treatment. This work is moving fast, but does it save lives?
That is the question companies such as Thrive and Grail must answer for their broadly ambitious screening tests. “These companies have to prove that they can detect early cancer and, more important, that the early detection can have an impact on cancer survival,” Maitra observes.
34．According to the passage, liquid biopsies are expected to
A．flag cancer and determine the treatment
B．detect cancer signals from a sample of blood
C．take images of tumors and prevent potential cancers
D．show types of cancer by measuring the amount of proteins
35．What can we learn from the passage?
A．Signs of cancer recurrence are not detectable.
B．Different kinds of cancer have different gene mutations.
C．Biomarkers are much more reliable than tumor DNA and proteins.
D．Organ-specific cancers will be identified through changes in gene expression.
36．The author is mostly concerned about whether .
A．liquid biopsies can discover tumors conventional screenings can’t find
B．liquid biopsies can improve the application of mutation-targeted drugs
C．liquid biopsies can help save the lives of those with cancer
D．liquid biopsies can be developed for cancer prevention

Clown fish live their adult lives in the protective arms of sea anemones, the small brightly colored sea animals attached onto rocks to house clown fish. Between birth and adulthood, however, the fish have to complete a treacherous journey. After hatching, they swim out to the open sea to finish developing. After maturing, the young fish swim back, during which they have to avoid a “wall of mouths” by sensing the unfriendly smells. With ocean acidification, a trend that is occurring worldwide, scientists began to wonder what might happen to fish’s sense of smell.
My team put 300 recently hatched clown fish in our lab. When we introduced a friendly fish odor (氣味), they did not react. But when we introduced an enemy odor, they swam away. We then repeated the experiment with 300 new hatchlings from the same parents in the more acidic water-a level we can expect by the year 2100 if current trends continue. When we introduced friendly and unfriendly smells at the same time, the fish seemed unable to make up their minds, spending equal time swimming toward one smell and the other. They could sense chemical signals but couldn’t recognize the meaning of them.
It is always tricky to say that behaviors seen in a lab would also be seen in the wild. So we went to a sandy lake near one of the Great Barrier Reef’s northern islands to test how wild-caught damselfish would react to enemy smells after exposing them to acidic water. In a tank, about half of them held in water with acidity expected by 2050 were attracted to the unfriendly odor and half were not, yet not one held in water anticipated by 2100 avoided being attracted to the enemy odor. We then let the marked damselfish loose in the lake. The fish once held in the most acidic water swam farther away from their protective home. Can fish adapt? Most studies have habituated fish to lifted acidic conditions over a few days or months-an extremely short length of time. The animals are not given a realistic opportunity to adapt. Yet some scientists thought that fish might escape the anger of ocean acidification, in part because early research done in the 1980s showed that certain animals had an astonishing ability to regulate their internal chemistry to survive acidified water. But maintaining normal functions such as avoiding danger is a different challenge.
At a minimum, confusion could place yet another stressor on fish already challenged by rising water temperatures, overfishing, etc. Further, if many ocean creatures start to behave strangely, entire food webs and ecosystems could come crashing down. Although the science is still new, the results appear to be lining up: ocean acidification is messing with fish’s minds.
37．What does the underlined word “treacherous” in Paragraph 1 probably mean?
A．Risky. B．Hurried.
C．Mysterious. D．Helpless.
38．What can we learn about the fish in the acidic water?
A．They lost their senses to chemical signals.
B．They were less likely to respond to threats.
C．Their behavior in the lab disappeared in the wild.
D．They tended to seek the protection from their home.
39．What can be inferred from the passage?
A．The author’s study confirms previous findings.
B．Fish’s adaptation to acidic water is a matter of time.
C．Different fishes behave differently to acidity change.
D．The chances of restoring fish’s minds are yet to be seen.
40．Which of the following would be the best title for the passage?
A．What Do Different Stressors Do to Ocean Creatures?
B．What Does Ocean Acidity Mean to Ocean Creatures?
C．How Does Ocean Acidification Destroy the Ecosystem?
D．How Do Ocean Creatures Adapt to Ocean Acidification?

The Economic and Social Council (ECOSOC) Youth Forum is an annual initiative of the President of the Council. It has developed into a key platform where young people can contribute to policy discussions at the United Nations (UN). This year’s Youth Forum will take place from 25 to 27 April, 2023.
·Objectives
The Forum aims to engage young people in a dialogue with Member States, policymakers and other actors to voice their views and inspire actions on how to transform the world into a better place guided by the Sustainable Development Goals (SDGs). Participants will also have the opportunity to contribute to the preparatory process of the SDG Summit.
The 2023 Forum will address the theme on speeding up the recovery from the COVID-19 and the full implementation (實(shí)施) of the 2030 Agenda for Sustainable Development. It will also review progress in the areas of affordable and clean energy, and sustainable cities and communities, ete.
· Format
The three-day event will feature plenary (全體出席的) sessions and regionally based discussions, with the last day designed for the preparation of the 2023 SDG Summit. Talented youth speakers will deliver short presentations in between sessions.
Participation in the Forum is by invitation only. The youth participants are selected by National Youth Councils, regional youth organizations, etc.
The event will be held in a mixed way allowing for opportunities for in-person and virtual participation. Participants will also be able to ask questions via social media.
· The voices from last year’s participants
2022 Forum Participants Takeaway!“The Youth Forum gave me the opportunity to discover the skills required to master public speaking. The time management is challenging but we finished all tasks even with a tight schedule.”
2022 Forum Participants’ Advice!“Using sources the team provides will increase the efficiency and effectiveness of completing tasks. I also strongly advise them to be open to hearing everyone’s different opinions from an objective point of view.”

41．The ECOSOC Youth Forum 2023 will________.
A．discuss the global recovery issue
B．select the youth leaders for the UN
C．set goals for sustainable development
D．gather young people to build a platform
42．According to the passage, the young participants can ________.
A．register to join in the Forum personally
B．give brief speeches in plenary sessions
C．take part in the event online and offline
D．a(chǎn)ttend the SDG Summit after the Forum
43．What is the advice from 2022 participants?
A．To be willing to consider various voices.
B．To make time arrangements a top priority.
C．To master public speaking skills in advance.
D．To be efficient with the help of policymakers.

I was four when Dad first showed me how to skim stones, a game in which one throws smooth flat stones into a river to make them jump across the surface. I’d pass hours on beaches with my brother, picking up muddy stones and skimming them. It was satisfying making them dance on the surface. That perfect skim, where the stone glided (滑行), brought me fantastic feelings-and still does. I was a competitive child and good at throwing. I enjoyed javelin (標(biāo)槍) and was on a baseball team, but skimming stones was just for fun.
In adulthood, things changed. In August 2017, an advertisement for the All England Open Stone Skimming Championships drew my attention. I signed up and paid ￡2 for three stones. I skimmed 28 metres and tried again and again, buying more stones to feed my desire, finally reaching 37 metres, which won me third place. I drove home excitedly, and ￡ 20 lighter.
I returned to the 2018 championship, hoping for a champion. Walking on to the small throwing platform in my trainers, I threw a decent 44 metres and won. I spotted someone wearing a competition sweater with “World” written across it. “Where’s that?” I asked and he told me about the annual World Stone Skimming Championships in Scotland.
It was a month away and a six-hour drive. I thought about the cost and distance for weeks until, the day before the contest, the feeling of winning made a decision for me. “I’m going. ”I arrived at a hotel at 10 pm, but couldn’t sleep for nerves and excitement. Early the next morning, I drove to the crossing where the competitors had begun waiting. Ropes and buoys (浮標(biāo)) marked a 63-metre couarse. I had no idea if my best score was good enough to win. When my name was called at the prize-giving ceremony that afternoon, I was overjoyed. I was the women’s world champion.
I’m a big believer in giving things a go. I’m 42, and to become a world champion at this stage is pretty left-field. It showed me it was worth jumping in the car that day, and proof that a childhood spent throwing muddy stones from beaches wasn’t wasted.
44．What did the author enjoy about the stone skimming as a child?
A．The competitiveness of the sport.
B．The outstanding ability at throwing.
C．The satisfaction the glide of the stone brings.
D．The fun time she spent with her dad at the beach.
45．What mainly helped the author all the way through every championship?
A．Her discipline.
B．Her desire to win.
C．Her confidence.
D．Her efforts on training.
46．What can we conclude from the passage?
A．Take it easy in face of challenges.
B．Change the world by being yourself.
C．A bigger stage is ready for those who try.
D．Either I will find a way, or I will make one.

Technology seems to discourage slow, immersive reading. Reading on a screen, particularly a phone screen, tires your eyes and makes it harder for you to keep your place. So online writing tends to be more skimmable and list-like than print. The cognitive neuroscientist Mary Walt argued recently that this “new norm” of skim reading is producing “an invisible, game-changing transformation” in how readers process words. The neuronal circuit that sustains the brain’s capacity to read now favors the rapid absorption of information, rather than skills developed by deeper reading, like critical analysis.
We shouldn’t overplay this danger. All readers skim. Skimming is the skill we acquire as children as we learn to read more skillfully. From about the age of nine, our eyes start to bounce around the page, reading only about a quarter of the words properly, and filling in the gaps by inference. Nor is there anything new in these fears about declining attention spans. So far, the anxieties have proved to be false alarms. “Quite a few critics have been worried about attention span lately and see very short stories as signs of cultural decline,” the American author Selvin Brown wrote. “No one ever said that poems were evidence of short attention spans.”
And yet the Internet has certainly changed the way we read. For a start, it means that there is more to read, because more people than ever are writing. If you time travelled just a few decades into the past, you would wonder at how little writing was happening outside a classroom. And digital writing is meant for rapid release and response. An online article starts forming a comment string underneath as soon as it is published. This mode of writing and reading can be interactive and fun. But often it treats other people’s words as something to be quickly harvested as fodder to say something else. Everyone talks over the top of everyone else, desperate to be heard.
Perhaps we should slow down. Reading is constantly promoted as a social good and source of personal achievement. But this advocacy often emphasizes “enthusiastic”, “passionate” or “eager” reading, none of which adjectives suggest slow, quiet absorption.
To a slow reader, a piece of writing can only be fully understood by immersing oneself in the words and their slow comprehension of a line of thought. The slow reader is like a swimmer who stops counting the number of pool laps he has done and just enjoys how his body feels and moves in water.
The human need for this kind of deep reading is too tenacious for any new technology to destroy. We often assume that technological change can’t be stopped and happens in one direction, so that older media like “dead-tree” books are kicked out by newer, more virtual forms. In practice, older technologies can coexist with new ones. The Kindle has not killed off the printed book any more than the car killed off the bicycle. We still want to enjoy slowly-formed ideas and carefully-chosen words. Even in a fast-moving age, there is time for slow reading.
47．What is the author’s attitude towards Selvin Brown’s opinion?
A．Favorable. B．Critical. C．Doubtful. D．Objective.
48．The author would probably agree that .
A．a(chǎn)dvocacy of passionate reading helps promote slow reading
B．digital writing leads to too much speaking and not enough reflection
C．the public should be aware of the impact skimming has on neuronal circuits
D．the number of Internet readers is declining due to the advances of technology
49．What does the underlined word “tenacious” in Paragraph 6 probably mean?
A．Comprehensive. B．Complicated. C．Determined. D．Apparent.
50．Which would be the best title for the passage?
A．Slow Reading Is Here to Stay
B．Digital Technology Prevents Slow Reading
C．Screen vs. Print: Which Requires Deep Reading?
D．Reading Is Not a Race: The Wonder of Deep Reading

















參考答案：
1．B 2．C 3．D

【導(dǎo)語(yǔ)】這是一篇應(yīng)用文。文章是一封邀請(qǐng)函，詳細(xì)的介紹了迎新會(huì)的內(nèi)容、安排以及注意事項(xiàng)等。
1．細(xì)節(jié)理解題。根據(jù)文章“Recommended On-Campus Dates(推薦入校時(shí)間)”中的日期“·June 5, 6, 7, 8 or 9; ·June 12, 13, 14 or 16; ·June 19, 20, 21 or 23(·6月5日、6日、7日、8日或9日；·6月12日、13日、14日或16日；·6月19日、20日、21日或23日)”可知，選項(xiàng)中只有B項(xiàng)“六月十九日”符合題意。故選B項(xiàng)。
2．細(xì)節(jié)理解題。根據(jù)文章“Students will(學(xué)生將會(huì))”中的第四點(diǎn)“Understand their financial responsibilities and how to pay for school.(了解他們的經(jīng)濟(jì)責(zé)任以及如何支付學(xué)費(fèi))”以及“Guest will(來(lái)客將會(huì))”的第二點(diǎn)“Understand their student’s financial responsibilities and paying for school.(了解學(xué)生的經(jīng)濟(jì)責(zé)任和學(xué)費(fèi))”可知，無(wú)論是學(xué)生還是其他來(lái)客都需要了解學(xué)生的教育開(kāi)銷。故選C項(xiàng)。
3．細(xì)節(jié)理解題。根據(jù)文章最后一段“·Multi-Factor Authentication: to enhance the security of your account by checking on your identity when logging into many of our UW-Stout accounts.(·多因素身份驗(yàn)證:在登錄我們的許多UW-Stout帳戶時(shí)，通過(guò)檢查您的身份來(lái)增強(qiáng)您帳戶的安全性)”可知，學(xué)生在參加迎新會(huì)前，需要下載多因素認(rèn)證，確保賬號(hào)安全。故選D項(xiàng)。
4．C 5．D 6．C

【導(dǎo)語(yǔ)】這是一篇說(shuō)明文，本文主要介紹了關(guān)于拍照對(duì)體驗(yàn)和記憶的影響的實(shí)驗(yàn)，當(dāng)人們拍照時(shí)他們沒(méi)有參與任何復(fù)雜或情緒化的處理，不利于記住那些經(jīng)歷，所以當(dāng)人們快速抓拍某事時(shí)，實(shí)際上可能在損害對(duì)它的記憶。
4．推理判斷題。根據(jù)第二段最后兩句“Overall, people remembered fewer of the objects they had photographed. They also couldn’t recall as many specific visual details of the photographed art, compared to the art they had merely observed.(總的來(lái)說(shuō)，人們記住的照片中的物體較少。與他們僅僅觀察到的藝術(shù)品相比，他們也無(wú)法回憶起拍攝的藝術(shù)品的許多具體視覺(jué)細(xì)節(jié))”可知，在第一個(gè)實(shí)驗(yàn)中，學(xué)生們被要求對(duì)他們?cè)诼眯兄锌吹降奈矬w拍照，并簡(jiǎn)單地觀察其他物體，結(jié)果人們記住的照片中的物體較少，與他們僅僅觀察到的藝術(shù)品相比，他們也無(wú)法回憶起拍攝的藝術(shù)品的許多具體視覺(jué)細(xì)節(jié)，由此可推知，拍照會(huì)影響體驗(yàn)和記憶。故選C。
5．細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中“In other words, if you are in the image, you become more removed from the original moment as if you are an observer watching yourself doing something outside yourself.(換句話說(shuō)，如果你在圖像中，你就會(huì)離最初的時(shí)刻越來(lái)越遠(yuǎn)，就好像你是一個(gè)觀察者，看著自己在做自己之外的事情)”可知，如果你在照片中，你就成為了自己之外的觀察者。故選D。
6．推理判斷題。根據(jù)文章內(nèi)容，結(jié)合文章最后一句“But from the experiments Henkel is sure that cameras can’t compare to what the brain is capable of with input from the eyes and the ears.(但從實(shí)驗(yàn)中，Henkel確信，相機(jī)無(wú)法與大腦通過(guò)眼睛和耳朵輸入的信息相比)”可知，本文主要介紹了關(guān)于拍照對(duì)體驗(yàn)和記憶的影響的實(shí)驗(yàn)，當(dāng)人們拍照時(shí)他們沒(méi)有參與任何復(fù)雜或情緒化的處理，所以不利于記住那些經(jīng)歷，相機(jī)無(wú)法與大腦通過(guò)眼睛和耳朵輸入的信息相比，故本文旨在說(shuō)服人們不要依靠照片來(lái)記憶。故選C。
7．A 8．B 9．D

【導(dǎo)語(yǔ)】這是一篇記敘文，文章主要講述非常喜歡閱讀的Sherene加入圖書(shū)館舉行的“大聲朗讀計(jì)劃”，她的朗讀十分生動(dòng)且引人入勝的故事。
7．細(xì)節(jié)理解題。根據(jù)第六段中“Later, when she grew up and became a teacher, she read aloud to her students many times throughout the day. Since her retirement, she read aloud only to herself and Boots, her cat.(后來(lái)，當(dāng)她長(zhǎng)大成為一名教師時(shí)，她整天大聲朗讀給她的學(xué)生聽(tīng)。退休后，她只對(duì)自己和她的貓博姿大聲朗讀)”可知，Sherene過(guò)去是一名老師。故選A。
8．細(xì)節(jié)理解題。根據(jù)第五段“Once home, she sat down to read the brochure, which said, ‘Project Read Aloud seeks to provide the opportunity of hearing stories read aloud in a comfortable setting.’ That is a fine goal, she thought.(回到家后，她坐下來(lái)閱讀小冊(cè)子，上面寫(xiě)著：‘大聲朗讀計(jì)劃旨在提供機(jī)會(huì)，讓人們?cè)谑孢m的環(huán)境中聽(tīng)到大聲朗讀的故事。’這是一個(gè)很好的目標(biāo)，她想)”及第六段中“Sherene filled out the form. She loved reading aloud.(Sherene填好了表格。她喜歡大聲朗讀)”可知，“大聲朗讀計(jì)劃”旨在提供機(jī)會(huì)，讓人們?cè)谑孢m的環(huán)境中聽(tīng)到大聲朗讀的故事，而Sherene喜歡大聲朗讀，因此這個(gè)計(jì)劃符合她的興趣，所以她報(bào)名加入。故選B。
9．推理判斷題。根據(jù)倒數(shù)第二段中“She wove the tale masterfully creating voices for the characters, pausing for emphasis, and taking the listeners into another world.(她巧妙地編織了這個(gè)故事，為人物創(chuàng)造了聲音，為強(qiáng)調(diào)而停頓，并將聽(tīng)眾帶入另一個(gè)世界)”及最后一段中“When Sherene read the last words of the story, there was a momentary silence as it all sank into the listeners and then a burst of enthusiastic applause.(當(dāng)Sherene讀到故事的最后幾個(gè)字時(shí)，聽(tīng)眾陷入了短暫的沉默，然后爆發(fā)出熱烈的掌聲)”可知，Sherene的朗讀非常生動(dòng)且引人入勝。故選D。
10．D 11．C 12．C 13．D

【導(dǎo)語(yǔ)】本文為一篇說(shuō)明文。一個(gè)新的研究發(fā)現(xiàn)：與面對(duì)面交流相比，虛擬會(huì)議不利于創(chuàng)新想法的產(chǎn)生，文章分析了原因，并給出了建議。
10．詞句猜測(cè)題。根據(jù)第二段“Among the groups, virtual pairs came up with significantly fewer ideas, suggesting that something about face-to-face interaction generates more creative ideas. The findings could stiffen employers’ resolve to urge or require their employees to come back to the office. (在這些小組中，虛擬配對(duì)提出的想法要少得多，這表明面對(duì)面交流能產(chǎn)生更多創(chuàng)造性的想法。這些發(fā)現(xiàn)可能會(huì)stiffen雇主敦促或要求員工回到辦公室的決心。)”可知，面對(duì)面的交流有利于創(chuàng)造性想法的產(chǎn)生，虛擬會(huì)議不如面對(duì)面交流，所以對(duì)于雇主來(lái)講，要求員工回到辦公室才會(huì)有更多的創(chuàng)造性想法，stiffen意為“加強(qiáng)”，此處為“加強(qiáng)了雇主的決心”，劃線詞與Strengthen意思相近，故選D項(xiàng)。
11．推理判斷題。根據(jù)第三段“‘We ran this experiment based on feedback from companies that it was harder to innovate with remote workers,’ said lead researcher Melanie Brucks. ‘Unlike other forms of virtual communication, like phone calls or e-mail, videoconferencing copies the in-person experience quite well, so I was surprised when we found meaningful differences between in-person and video interaction for idea generation.’??(首席研究員梅勒妮·布魯克斯說(shuō)：‘我們進(jìn)行這項(xiàng)實(shí)驗(yàn)的依據(jù)是，一些公司反饋說(shuō)，讓遠(yuǎn)程員工更難創(chuàng)新。與電話或電子郵件等其他形式的虛擬交流不同，視頻會(huì)議很好地復(fù)制了面對(duì)面的體驗(yàn)，所以當(dāng)我們發(fā)現(xiàn)面對(duì)面互動(dòng)和視頻互動(dòng)在產(chǎn)生想法方面的顯著差異時(shí)，我很驚訝?！?”可知，因?yàn)橛泄痉从常哼h(yuǎn)程員工難創(chuàng)新，所以首席研究員梅蘭妮·布魯克斯組織了實(shí)驗(yàn)，來(lái)驗(yàn)證公司所反映的情況，在發(fā)現(xiàn)面對(duì)面交流與視頻互動(dòng)交流所帶來(lái)的創(chuàng)新想法的差異與公司反映的一樣時(shí)，他很是驚訝，說(shuō)明他原來(lái)認(rèn)為公司的反饋值得懷疑，故選C項(xiàng)。
12．推理判斷題。根據(jù)倒數(shù)第二段“Like most educators, Brucks has primarily taught virtually in the past three years, and she did notice some benefits of the approach as well. Her students were more likely to take turns speaking and her shyer students spoke up more often, rid of the anxiety that comes from addressing a large classroom. (像大多數(shù)教育工作者一樣，布魯克斯在過(guò)去三年主要是虛擬教學(xué)，她也注意到這種方法的一些好處。她的學(xué)生更有可能輪流發(fā)言，她那些比較害羞的學(xué)生也更經(jīng)常發(fā)言，消除了在大教室講話時(shí)的焦慮。)”可知，布魯克斯的虛擬課堂上，學(xué)生可能輪流發(fā)言，連害羞的學(xué)生也能經(jīng)常發(fā)言，故可推知，他的學(xué)生能充分利用虛擬學(xué)習(xí)。故選C項(xiàng)。
13．主旨大意題。通讀全文，尤其是第一段“Many people have participated into lots of virtual meetings these years. Some research shows this adjustment might not impact workplace productivity to any great degree. A new study, though, suggests otherwise. (這些年來(lái)，許多人參加了許多虛擬會(huì)議。一些研究表明，這種調(diào)整可能不會(huì)在很大程度上影響工作場(chǎng)所的生產(chǎn)力。然而，一項(xiàng)新的研究表明情況并非如此。)”，以及第二段“Among the groups, virtual pairs came up with significantly fewer ideas, suggesting that something about face-to-face interaction generates more creative ideas. The findings could stiffen employers’ resolve to urge or require their employees to come back to the office. (在這些小組中，虛擬配對(duì)提出的想法要少得多，這表明面對(duì)面交流能產(chǎn)生更多創(chuàng)造性的想法。這些發(fā)現(xiàn)可能會(huì)堅(jiān)定雇主敦促或要求員工回到辦公室的決心。)”可知，虛擬會(huì)議對(duì)工作場(chǎng)所的生產(chǎn)力有不利影響，“Brainstorming Online Limits Creativity (網(wǎng)上頭腦風(fēng)暴限制創(chuàng)造力)”作標(biāo)題比較貼切。故選D項(xiàng)。
14．C 15．B 16．A

【導(dǎo)語(yǔ)】本文是一篇應(yīng)用文。文章介紹自然的未來(lái)獎(jiǎng) (FFN) 的目的，益處，資格和申請(qǐng)候選人等相關(guān)信息。
14．細(xì)節(jié)理解題。根據(jù)小標(biāo)題The Future For Nature aims to:中的“·Reward and fund individuals for their outstanding efforts in the protection of species of wild animals and plants. (獎(jiǎng)勵(lì)和資助在保護(hù)野生動(dòng)植物物種方面做出突出努力的個(gè)人)”和“·Stimulate award winners to sustain their dedicated work. (激勵(lì)獲獎(jiǎng)?wù)弑３炙麄兊木礃I(yè)精神)”可知，F(xiàn)FN的目標(biāo)之一是激勵(lì)保護(hù)工作，故選C。
15．細(xì)節(jié)理解題。根據(jù)小標(biāo)題The Future For Nature aims to:中的“·FFN is building a growing family of winners, dedicated people who form a community of people with the same interest. FFN offers them the opportunity to meet each other and continue to learn with each other in order to continue their fight for nature as efficiently and effectively as possible.(FFN正在建立一個(gè)不斷壯大的贏家家庭，由具有相同興趣的人組成一個(gè)社區(qū)。FFN為他們提供了彼此見(jiàn)面的機(jī)會(huì)，并繼續(xù)相互學(xué)習(xí)，以便盡可能高效和有效地繼續(xù)為自然而戰(zhàn))”可知，獲勝者將有機(jī)會(huì)認(rèn)識(shí)志同道合的人。故選B。
16．細(xì)節(jié)理解題。根據(jù)小標(biāo)題Qualifications中的“The candidate: ·Must be born on or after the 31st May 1988 and before the 31st May 2005. (候選人：1988年5月31日或之后，2005年5月31日之前出生)”可知，要申請(qǐng)2023年自然未來(lái)獎(jiǎng)，候選人必須符合年齡要求。故選A。
17．B 18．C 19．C 20．D

【導(dǎo)語(yǔ)】本文是一篇記敘文。主要講述了Li天生聽(tīng)力嚴(yán)重受損，但她通過(guò)繪畫(huà)找到了與世界交流的方式，她希望她的故事能鼓勵(lì)那些與她一樣聽(tīng)力受損的人建立自己的事業(yè)，實(shí)現(xiàn)自己的夢(mèng)想。
17．細(xì)節(jié)理解題。根據(jù)第二段中的“But a painting class in primary school opened for her a door to creativity and a way of expression.(但小學(xué)的繪畫(huà)課為她打開(kāi)了一扇通往創(chuàng)造力和表達(dá)方式的大門(mén)。)”可知，小學(xué)的繪畫(huà)課為她打開(kāi)了創(chuàng)造力與表達(dá)自己的大門(mén)。故選B項(xiàng)。
18．細(xì)節(jié)理解題。根據(jù)倒數(shù)第四段中的“Now in many parks and scenic spots, the couple have created large-scale murals and interactive pavement painting that make onlookers a part of the drawings.(現(xiàn)在，在很多公園和景區(qū)，這對(duì)夫婦創(chuàng)作了大型壁畫(huà)和互動(dòng)路面繪畫(huà)，讓旁觀者成為繪畫(huà)的一部分。)”可知，在許多公園和景點(diǎn)都能見(jiàn)到Li與她丈夫的作品，由此可知，她與她丈夫創(chuàng)作了許多美好的繪畫(huà)。故選C。
19．推理判斷題。根據(jù)最后一段中的“Li hopes that their stories can encourage more hearing-impaired people to build their own careers and achieve their goals, regardless of how tough it may be.(Li希望他們的故事可以鼓勵(lì)更多的聽(tīng)障人士建立自己的事業(yè)并實(shí)現(xiàn)自己的目標(biāo)，無(wú)論多么艱難。)”可知，Li希望用自己的故事激勵(lì)那些跟她一樣聽(tīng)力受損的人無(wú)論有多難，要建立自己的事業(yè)，實(shí)現(xiàn)自己的夢(mèng)想。故選C項(xiàng)。
20．主旨大意題。根據(jù)首段“Born with severe hearing loss, Li has found her way to communicate with the world—through painting.(天生患有嚴(yán)重的聽(tīng)力損失，李找到了與世界交流的方式——通過(guò)繪畫(huà)。)”可知，Li雖聽(tīng)力受損，但她仍找到了與世界溝通的方式——繪畫(huà)，根據(jù)第四段中的“To pursue her passion for art, Li went to study advertising design at a vocational and technical school.(為了追求自己對(duì)藝術(shù)的熱情，李去一所職業(yè)技術(shù)學(xué)校學(xué)習(xí)廣告設(shè)計(jì)。)”可知，她為追求自己對(duì)藝術(shù)熱愛(ài)，她上大學(xué)學(xué)習(xí)廣告設(shè)計(jì)，并順利畢業(yè)，找到一份工作，但她不滿意自己的工作狀況，又辭職與她丈夫從事3D墻面和地面繪畫(huà)，并在各公園和旅游景點(diǎn)創(chuàng)作許多的藝術(shù)作品，由此可知，本文主要告訴我們的是，只要肯努力，沒(méi)有什么不可能。故選D項(xiàng)。
21．D 22．D 23．B

【導(dǎo)語(yǔ)】這是一篇應(yīng)用文，文章主要介紹了國(guó)際商業(yè)學(xué)院（IBI）計(jì)劃設(shè)立的‘幫助伙伴項(xiàng)目’的好處以及其成員的責(zé)任。
21．細(xì)節(jié)理解題。根據(jù)What’s in it for you?部分中“It will also help you make contacts that may be valuable in your future academic and professional lives.(它還會(huì)幫助你建立對(duì)你未來(lái)的學(xué)術(shù)和職業(yè)生涯有價(jià)值的聯(lián)系)”可知，成為伙伴幫助者可能對(duì)你未來(lái)的學(xué)習(xí)和職業(yè)有幫助。故選D。
22．細(xì)節(jié)理解題。根據(jù)Responsibilities of buddies部分第二點(diǎn)中“Meet the student and show him/her around the campus and the local area.(與學(xué)生見(jiàn)面，并帶他/她參觀校園和當(dāng)?shù)氐貐^(qū))”可知，作為一名伙伴幫助者，你需要幫助新生熟悉環(huán)境。故選D。
23．推理判斷題。根據(jù)全文內(nèi)容，結(jié)合第一段中“To help new students, the International Business Institute (IBI) plans to set up a buddy (伙伴) peer support project.(為了幫助新生，國(guó)際商業(yè)學(xué)院（IBI）計(jì)劃設(shè)立‘幫助伙伴項(xiàng)目’)”可知，文章主要介紹了國(guó)際商業(yè)學(xué)院（IBI）計(jì)劃設(shè)立的‘幫助伙伴項(xiàng)目’的好處以及其成員的責(zé)任，目的是吸引潛在的志愿者成為伙伴幫助者。故選B。
24．A 25．B 26．C

【導(dǎo)語(yǔ)】本文為一篇說(shuō)明文。講述了研究發(fā)現(xiàn)，在重大節(jié)日時(shí)，給孩子時(shí)間和感情的禮物，會(huì)給孩子們帶來(lái)更好、更持久的禮物。
24．細(xì)節(jié)理解題。根據(jù)文章第三段“Dr. Oravecz said, “Our research found that micro-moments of positivity, like a kind word, a hug with a child or a sympathetic expression, make people feel most loved.”(Oravecz博士說(shuō)道：“我們的研究發(fā)現(xiàn)，小的積極時(shí)刻，比如說(shuō)一句友善的話語(yǔ)、與孩子的擁抱或者同情的表情，會(huì)最讓人感到被愛(ài)”。)”可知，聽(tīng)到友善的話語(yǔ)會(huì)最讓人感覺(jué)到被愛(ài)，故選A。
25．推理判斷題。根據(jù)文章倒數(shù)第二段“The SEEKING system is exercised each time you go exploring together: the beach, a cave, a hidden village...” She continued, “So when you take your child on a vacation, you are supporting their explorative urge (SEEKING system)—a vital resource for living life well, and their capacity to play (PLAY system). In adulthood, this translates into the ability to play with ideas—essential, for example, to the successful entrepreneur(企業(yè)家).” (每次那么一起探索時(shí)，都會(huì)使用到尋找系統(tǒng)：沙灘、洞穴、隱藏的村莊……她繼續(xù)說(shuō)道：“所以，當(dāng)你帶孩子度假時(shí)，你是在支持他們的探索沖動(dòng)（也就是尋找系統(tǒng)）——這是過(guò)好生活的重要資源，也是他們玩耍的能力（玩耍系統(tǒng)）”。成年后，這將轉(zhuǎn)化為對(duì)成功企業(yè)家至關(guān)重要的想法的能力。)”可推知，你在帶孩子探索時(shí)，是在支持他們的探索系統(tǒng)，故當(dāng)在野外探索時(shí)，探索系統(tǒng)會(huì)得到一定的發(fā)展，故選B。
26．推理判斷題。根據(jù)文章最后一段“So for the next round of gift-giving with the children, consider an experiential gift instead. The return is definitely priceless. (因此，在下一輪給孩子送禮物時(shí)，可以考慮體驗(yàn)式禮物。其帶來(lái)的回報(bào)是無(wú)價(jià)的。)”可推知，作者在最后建議家長(zhǎng)下次給孩子送禮物的時(shí)候，送體驗(yàn)式禮物，故作者同意，比起物質(zhì)禮物，與家人一起的旅行更能促進(jìn)家人之間的情感交流，故選C。
27．A 28．C 29．D

【導(dǎo)語(yǔ)】本文是一篇應(yīng)用文。一門(mén)名為FutureSmart的免費(fèi)在線金融教育課程被介紹給了中學(xué)生，該課程專門(mén)針對(duì)這一群體，旨在教年輕人如何建立堅(jiān)實(shí)的財(cái)務(wù)基礎(chǔ)。
27．細(xì)節(jié)理解題。根據(jù)第三段首句“Fast forward to today, FutureSmart, available in English and Spanish, has reached over 13,000 schools across all 50 states. (快進(jìn)到今天，F(xiàn)utureSmart有英語(yǔ)和西班牙語(yǔ)版本，已經(jīng)覆蓋了美國(guó)50個(gè)州的13000多所學(xué)校。)”可知，F(xiàn)utureSmart課程以兩種不同的語(yǔ)言提供。故選A。
28．細(xì)節(jié)理解題。根據(jù)第六段首句“From weighing opportunity costs to delaying instant satisfaction for long-term financial gain, FutureSmart educates our youth using hands-on simulations (模擬) to introduce concepts like daily financial decisions and the rewards of long-term planning. (從權(quán)衡機(jī)會(huì)成本到為了長(zhǎng)期財(cái)務(wù)收益而推遲即時(shí)滿足，F(xiàn)utureSmart通過(guò)實(shí)際模擬教育我們的年輕人，介紹日常財(cái)務(wù)決策和長(zhǎng)期規(guī)劃獎(jiǎng)勵(lì)等概念。)”可知，F(xiàn)utureSmart通過(guò)模擬現(xiàn)實(shí)情況引入金融概念。故選C。
29．推理判斷題。根據(jù)第六段末句“Teaching young learners how to build solid financial foundations is an important step in building financially healthy communities. (教年輕人如何建立堅(jiān)實(shí)的財(cái)務(wù)基礎(chǔ)是建立財(cái)務(wù)健康社區(qū)的重要一步。)”以及第七段“Although our work is far from complete, we know that FutureSmart works. And it works exceptionally well. (雖然我們的工作還遠(yuǎn)未完成，但我們知道FutureSmart是可行的。而且效果非常好。)”可知，F(xiàn)utureSmart課程是為了教年輕人如何建立堅(jiān)實(shí)的財(cái)務(wù)基礎(chǔ)，且效果非常好。所以，學(xué)習(xí)完課程后，學(xué)生應(yīng)該能夠?yàn)槲磥?lái)建立一個(gè)穩(wěn)定的財(cái)務(wù)基礎(chǔ)。故選D。
30．A 31．C 32．B 33．D

【導(dǎo)語(yǔ)】本文是說(shuō)明文。文章講述我們一直聽(tīng)說(shuō)早餐是一天中最重要的一餐。根據(jù)發(fā)表在《營(yíng)養(yǎng)與飲食學(xué)會(huì)雜志》上的一項(xiàng)研究，它實(shí)際上可能比之前想象的更重要。
30．推理判斷題。根據(jù)第三段內(nèi)容“The study consisted of 24,011 adults 40 years or older who participated from 1999 to 2014. Researchers looked at various eating behaviors of participants who self-reported their eating habits every 24 hours. Causes of death were tracked via death records through December 31, 2015.( 這項(xiàng)研究包括24011名40歲以上的成年人，他們?cè)?999年至2014年期間參與了這項(xiàng)研究。研究人員觀察了參與者的各種飲食行為，這些參與者每24小時(shí)自我報(bào)告一次他們的飲食習(xí)慣。通過(guò)截至2015年12月31日的死亡記錄追蹤死亡原因)”可知，本段講述研究過(guò)程，和第四段內(nèi)容“After examining participants throughout the years, researchers found that certain eating behaviors were in fact linked to higher rates of premature death. Eating only one meal per day was associated with an increased risk of all-cause and CVD mortality while skipping breakfast was linked to an increased risk of CVD mortality, and skipping lunch or dinner was linked to an increased risk of all-cause mortality. Lastly, the study found that having meals too closely together (less than four and half hours apart) was also linked to all-cause premature death.(在對(duì)參與者進(jìn)行了多年的研究后，研究人員發(fā)現(xiàn)，某些飲食行為實(shí)際上與更高的過(guò)早死亡率有關(guān)。每天只吃一頓飯與全因和心血管疾病死亡風(fēng)險(xiǎn)增加有關(guān)，而不吃早餐與心血管疾病死亡風(fēng)險(xiǎn)增加有關(guān)，不吃午餐或晚餐與全因死亡風(fēng)險(xiǎn)增加有關(guān)。最后，研究發(fā)現(xiàn)，進(jìn)餐時(shí)間過(guò)近(間隔不到四個(gè)半小時(shí))也與全因過(guò)早死亡有關(guān))”可知，本段講述研究發(fā)現(xiàn)，因此可知，三、四兩段講述研究過(guò)程和發(fā)現(xiàn)。故選A。
31．詞義猜測(cè)題。根據(jù)前文“breakfast typically is a good vehicle for nutrients associated with a decrease in cardiovascular risk, such as fiber and vitamins(早餐通常是降低心血管疾病風(fēng)險(xiǎn)的營(yíng)養(yǎng)物質(zhì)的良好載體，比如纖維和維生素)”和下文“they are missing out on important nutrients their body needs, then long term that can be harmful to their health,” leads to a “higher risk for certain cancers and heart disease(他們失去了身體所需的重要營(yíng)養(yǎng)物質(zhì)，長(zhǎng)此以往會(huì)對(duì)健康有害，“導(dǎo)致”患某些癌癥和心臟病的風(fēng)險(xiǎn)更高)”可推斷，早餐提供纖維和維生素，降低患心血管疾病的風(fēng)險(xiǎn)，下文說(shuō)到錯(cuò)過(guò)了身體所需的重要物質(zhì)，會(huì)導(dǎo)致患癌癥和心臟病的奉獻(xiàn)增高，因此推斷劃線部分表示：如果不吃早餐，劃線詞與C項(xiàng)“不做（應(yīng)做的事等）”意思相近。故選C。
32．推理判斷題。根據(jù)第五段的““At the end of the day what matters is that an individual can meet their nutritional needs for optimal (最佳) health,” explains Keri Gans(“在一天結(jié)束的時(shí)候，重要的是一個(gè)人能夠滿足他們對(duì)最佳健康的營(yíng)養(yǎng)需求，”Keri Gans解釋說(shuō))”可推斷，攝入足夠的營(yíng)養(yǎng)是保持整體健康的關(guān)鍵。故選B。
33．推理判斷題。根據(jù)第一段的“We’ve heard for years that breakfast is the most important meal of the day. But, it actually might be even more important than previously thought, according to a study published in the Journal of the Academy of Nutrition and Dietetics, which examined the effects of skipping meals and meal frequency as related to mortality (死亡率) and heart health.( 多年來(lái)，我們一直聽(tīng)說(shuō)早餐是一天中最重要的一餐。但是，根據(jù)發(fā)表在《營(yíng)養(yǎng)與飲食學(xué)會(huì)雜志》上的一項(xiàng)研究，它實(shí)際上可能比我們之前想象的更重要，該研究調(diào)查了不吃飯和吃飯頻率與死亡率和心臟健康的關(guān)系)”可知，作者認(rèn)為早餐比我們想象中更重要，因此推斷作者對(duì)于不吃早餐是反對(duì)的，故選D。
34．B 35．D 36．C

【導(dǎo)語(yǔ)】這是一篇說(shuō)明文。介紹了液體活檢檢測(cè)腫瘤的研究以及目前存在的一些不足之處。
34．細(xì)節(jié)理解題。根據(jù)第一段第二句“Liquid biopsies could, in theory, detect a tumor (腫瘤) well before it could be found by touch, symptoms or imaging. (理論上，液體活檢可以在通過(guò)觸摸、癥狀或成像能發(fā)現(xiàn)之前檢測(cè)出腫瘤)”可知，液體活檢，如血樣能夠檢測(cè)出腫瘤。故選B項(xiàng)。
35．推理判斷題。根據(jù)第四段后二句“To solve that problem, some newer liquid biopsies look for changes in gene expression. Such changes, Maitra notes, are “more organ-specific”. (為了解決這個(gè)問(wèn)題，一些新的液體活檢尋找基因表達(dá)的變化。Maitra指出，這種變化“更具器官特異性”)”可推測(cè)出，器官特異性的腫瘤將能通過(guò)基因表達(dá)上的變化被識(shí)別出。故選D項(xiàng)。
36．推理判斷題。根據(jù)最后一段最后一句““These companies have to prove that they can detect early cancer and, more important, that the early detection can have an impact on cancer survival,” Maitra observes. (“這些公司必須證明他們能夠檢測(cè)到早期癌癥，更重要的是，早期檢測(cè)可以對(duì)癌癥生存率產(chǎn)生影響?！盡aitra說(shuō)道。)”推知，作者關(guān)心的是液體活檢是否有助于挽救癌癥患者的生命。故選C項(xiàng)。
37．A 38．B 39．D 40．B

【導(dǎo)語(yǔ)】本文是篇說(shuō)明文。文章通過(guò)科研團(tuán)隊(duì)對(duì)小丑魚(yú)和小熱帶魚(yú)的實(shí)驗(yàn)和研究，說(shuō)明了海洋酸化正在攪亂海洋生物的思維，對(duì)它們產(chǎn)生了較大的影響。
37．詞義猜測(cè)題。根據(jù)第一段“After hatching, they swim out to the open sea to finish developing. After maturing, the young fish swim back, during which they have to avoid a “wall of mouths” by sensing the unfriendly smells. ”（孵化后，它們游到大海中完成發(fā)育。成年后，幼魚(yú)會(huì)游回來(lái)，在此期間，它們必須通過(guò)感知不友好的氣味來(lái)避開(kāi)“口墻”。）可知，小丑魚(yú)出生后要獨(dú)自去大海中生活，成年后才能回來(lái)，這期間隨時(shí)都有被其他生物吃掉的可能，有著較大的風(fēng)險(xiǎn)，可謂是一場(chǎng)有風(fēng)險(xiǎn)的旅程。故劃線詞“treacherous”表示“有風(fēng)險(xiǎn)的”。故選A。
38．細(xì)節(jié)理解題。根據(jù)第二段“When we introduced friendly and unfriendly smells at the same time, the fish seemed unable to make up their minds, spending equal time swimming toward one smell and the other. They could sense chemical signals but couldn’t recognize the meaning of them.”（當(dāng)我們同時(shí)引入友好和不友好的氣味時(shí)，魚(yú)似乎無(wú)法下定決心，花同樣的時(shí)間游向一種氣味和另一種氣味。他們可以感知化學(xué)信號(hào)，但不能識(shí)別它們的意義。）可知，魚(yú)在酸性水中，不太能識(shí)別不友好的具有威脅性的氣味。故選B。
39．推理判斷題。根據(jù)第三段“But maintaining normal functions such as avoiding danger is a different challenge.”（但維持正常功能，如避免危險(xiǎn)則是另一種挑戰(zhàn)。）和最后一段“Although the science is still new, the results appear to be lining up: ocean acidification is messing with fish’s minds.”（雖然這門(mén)科學(xué)還是新興的，但結(jié)果似乎是一致的：海洋酸化正在擾亂魚(yú)類的思維。）可知，海洋酸化正在擾亂魚(yú)的思維，使魚(yú)很難避免危險(xiǎn)，所以恢復(fù)魚(yú)的思維的可能性還有待觀察。故選D。
40．主旨大意題。根據(jù)第一段“With ocean acidification, a trend that is occurring worldwide, scientists began to wonder what might happen to fish’s sense of smell.”（隨著全球范圍內(nèi)海洋酸化的趨勢(shì)，科學(xué)家們開(kāi)始想知道魚(yú)類的嗅覺(jué)會(huì)發(fā)生什么。）和最后一段“Although the science is still new, the results appear to be lining up: ocean acidification is messing with fish’s minds.”（雖然這門(mén)科學(xué)還是新興的，但結(jié)果似乎是一致的：海洋酸化正在擾亂魚(yú)類的思維。）及全文內(nèi)容可知，本文主要講述了海洋酸化對(duì)海洋生物產(chǎn)生的影響。故選B。
41．A 42．C 43．A

【導(dǎo)語(yǔ)】本文是篇應(yīng)用文。文章主要介紹了即將舉辦的2023年ECOSOC青年論壇的相關(guān)信息和內(nèi)容。
41．細(xì)節(jié)理解題。根據(jù)第三段“The 2023 Forum will address the theme on speeding up the recovery from the COVID-19 and the full implementation (實(shí)施) of the 2030 Agenda for Sustainable Development.”（2023年論壇的主題是加快從2019冠狀病毒中復(fù)蘇和全面落實(shí)2030年可持續(xù)發(fā)展議程）可知，2023年ECOSOC青年論壇將會(huì)討論全球從新冠病毒中復(fù)蘇的問(wèn)題。故選A。
42．細(xì)節(jié)理解題。根據(jù)第六段“The event will be held in a mixed way allowing for opportunities for in-person and virtual participation. Participants will also be able to ask questions via social media.”（該活動(dòng)將以一種混合的方式舉行，允許面對(duì)面和虛擬參與的機(jī)會(huì)，參與者還可以通過(guò)社交媒體提問(wèn)）可知，參加者可以在線上和線下參加這次活動(dòng)。故選C。
43．細(xì)節(jié)理解題。根據(jù)最后一段“I also strongly advise them to be open to hearing everyone’s different opinions from an objective point of view.”（我還強(qiáng)烈建議他們從客觀的角度聽(tīng)取每個(gè)人的不同意見(jiàn)）可知，2022年的參加者還建議該活動(dòng)愿意聽(tīng)取各種不同的聲音，考慮各方面不同的意見(jiàn)。故選A。
44．C 45．B 46．C

【導(dǎo)語(yǔ)】這是一篇記敘文。短文敘述了作者小時(shí)候撇石頭的經(jīng)歷幫助作者獲得了很多錦標(biāo)賽大獎(jiǎng)。
44．細(xì)節(jié)理解題。根據(jù)第一段“It was satisfying making them dance on the surface. That perfect skim, where the stone glided (滑行)，brought me fantastic feelings-and still does.（讓他們?cè)谒嫔咸枋且环N滿足。石頭滑過(guò)的那一段完美的飛掠，給我?guī)?lái)了奇妙的感覺(jué)——現(xiàn)在仍然如此。）可知，作者小時(shí)候喜歡撇石頭是因?yàn)槭^滑過(guò)帶來(lái)的滿足感。故選C項(xiàng)。
45．細(xì)節(jié)理解題。根據(jù)第三段“I returned to the 2018 championship, hoping for a champion.”（我重返2018年的錦標(biāo)賽，希望能獲得冠軍）和倒數(shù)第二段“the feeling of winning made a decision for me.”（勝利的感覺(jué)讓我做了一個(gè)決定）可知，對(duì)勝利的渴望幫助作者贏得了每一個(gè)冠軍。故選B項(xiàng)。
46．推理判斷題。根據(jù)最后一段“I’m a big believer in giving things a go. I’m 42, and to become a world champion at this stage is pretty left-field. It showed me it was worth jumping in the car that day-and proof that a childhood spent throwing muddy stones from beaches wasn’t wasted.”（我堅(jiān)信凡事都要試一試。我已經(jīng)42歲了，在這個(gè)階段成為世界冠軍是相當(dāng)不可能的。它告訴我，那天跳進(jìn)車?yán)锸侵档玫模沧C明了從海灘上扔泥石的童年沒(méi)有浪費(fèi)。）可知，短文敘述了作者小時(shí)候撇石頭的經(jīng)歷幫助作者獲得了很多錦標(biāo)賽大獎(jiǎng)。所以能推理出更大的舞臺(tái)已經(jīng)為那些敢于嘗試的人準(zhǔn)備好了。故選C項(xiàng)。
47．A 48．B 49．C 50．A

【導(dǎo)語(yǔ)】這是一篇議論文。文章主要論述了作者對(duì)于慢閱讀的看法，指出了慢閱讀的重要性和好處，并指出科技不能改變?nèi)藗儗?duì)這種深度閱讀的需求。
47．推理判斷題。根據(jù)第二段中“Nor is there anything new in these fears about declining attention spans. So far, the anxieties have proved to be false alarms. “Quite a few critics have been worried about attention span lately and see very short stories as signs of cultural decline,” the American author Selvin Brown wrote. “No one ever said that poems were evidence of short attention spans.”(對(duì)注意力持續(xù)時(shí)間下降的擔(dān)憂也不是什么新鮮事。到目前為止，焦慮被證明是虛驚一場(chǎng)。美國(guó)作家Selvin Brown寫(xiě)道：“相當(dāng)多的評(píng)論家最近開(kāi)始擔(dān)心注意力持續(xù)時(shí)間，他們認(rèn)為非常短的故事是文化衰落的標(biāo)志。從來(lái)沒(méi)有人說(shuō)過(guò)詩(shī)歌是注意力持續(xù)時(shí)間短的證據(jù)。”)”可推知，作者對(duì)Selvin Brown的觀點(diǎn)持贊成態(tài)度。故選A。
48．細(xì)節(jié)理解題。根據(jù)第三段“And digital writing is meant for rapid release and response. An online article starts forming a comment string underneath as soon as it is published. This mode of writing and reading can be interactive and fun. But often it treats other people’s words as something to be quickly harvested as fodder to say something else. Everyone talks over the top of everyone else, desperate to be heard.(數(shù)字寫(xiě)作意味著快速釋放和反應(yīng)。一篇在線文章一經(jīng)發(fā)表，就開(kāi)始在下面形成一個(gè)評(píng)論字符串。這種寫(xiě)作和閱讀的模式可以是互動(dòng)的和有趣的。但它經(jīng)常把別人的話當(dāng)作可以迅速收獲的素材，用來(lái)說(shuō)別的東西。每個(gè)人都說(shuō)得比別人多，渴望被別人聽(tīng)到)”可知，作者認(rèn)同數(shù)字寫(xiě)作導(dǎo)致過(guò)多的表達(dá)，而缺乏足夠的思考。故選B。
49．詞句猜測(cè)題。根據(jù)畫(huà)線詞上文“The human need for this kind of deep reading is too”以及后文“for any new technology to destroy”可知，too…to…表示“太……以至于不能……”，即人類對(duì)這種深度閱讀的需求是如此堅(jiān)定，任何新技術(shù)都無(wú)法摧毀。故畫(huà)線詞意思是“堅(jiān)定的”。故選C。
50．主旨大意題。根據(jù)最后一段“In practice, older technologies can coexist with new ones. The Kindle has not killed off the printed book any more than the car killed off the bicycle. We still want to enjoy slowly-formed ideas and carefully-chosen words. Even in a fast-moving age, there is time for slow reading.(實(shí)際上，舊技術(shù)可以與新技術(shù)共存。Kindle并沒(méi)有消滅紙質(zhì)書(shū)，就像汽車沒(méi)有消滅自行車一樣。我們?nèi)匀幌胍硎芫徛纬傻乃枷牒途倪x擇的詞語(yǔ)。即使在一個(gè)快速發(fā)展的時(shí)代，也有時(shí)間進(jìn)行慢速閱讀)”可知，文章主要論述了作者對(duì)于慢閱讀的看法，指出了慢閱讀的重要性和好處，并指出科技不能改變?nèi)藗儗?duì)這種深度閱讀的需求。因此A選項(xiàng)“慢閱讀將會(huì)持續(xù)下去”最符合文章標(biāo)題。故選A。

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北京高考英語(yǔ)閱讀理解專項(xiàng)訓(xùn)練
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