1.阅读理解

With a few minor exceptions, there are really only two ways to say "tea" in the world. One is like the English term - te in Spanish and tee in Afrikaans are two examples. The other is some variation of cha, like chay in Hindi.

Both forms come from China. How they spread around the world offers a clear picture of how globalization worked. The words that sound like "cha" spread across land, along the Silk Road. The "tea" - like phrasings spread over water, by Dutch traders bringing the novel leaves back to Europe.

The term cha is Sinitic(汉语语系), meaning it is common to many varieties of Chinese. It began in China and made its way through central Asia, eventually becoming "chay" in Persian. That is no doubt due to the trade routes of the Silk Road, along which, according to a Cha discovery, tea was traded over 2,000 years ago. The Japanese and South Korean terms for tea are also based on the Chinese cha, though those languages likely adopted the word even before its westward spread into Persia.

But that doesn't account for "tea". Chinese character for tea, is pronounced differently by different varieties of Chinese, though it is written the same in them all. But in the Minnan variety of Chinese, spoken in the coastal province of Fujian, the character is pronounced "te". The key word here is "coastal" .

The "te" form used in coastal - Chinese languages spread to Europe via the Dutch, who became the primary traders of tea between Europe and Asia in the 17th century. The main Dutch ports in east Asia were in Fujian and Taiwan, both places where people used the "te" pronunciation. The Dutch East India company's expansive tea importation into Europe gave us the French "the", the German "Tee", and the English "ta".

Yet the Dutch were not the first to Asia. That honor belongs to the Portuguese. And the Portuguese traded not through Fujian but Macao, where "cho" is used. That's why Portugal is a pink dot in a sea of blue.

(1) Which statement about the term of "cha" is correct according to the passage? A. It is a variation often in Spanish. B. It is used in coastal -Chinese languages. C. It is based on the Japanese and Korean terms for tea. D. The spread of the version is an example of globalization.
(2) The "te" form spread to Europe by      A. the German B. the British C. the Dutch D. the Portuguese
(3) How does the author mainly develop the text? A. By giving examples. B. By raising questions. C. By drawing conclusions. D. By presenting research findings.
(4) Where is the passage probably from? A. A guide book. B. A novel. C. A magazine. D. A book review.
【考点】
推理判断题; 细节理解题; 说明文; 社会文化类;
【答案】

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1.阅读理解

It's an attractive idea: by playing online problem-solving, matching and other games for a few minutes a day, people can improve such mental abilities as reasoning, language skills and memory. But whether these games deliver on those promises is up for debate.

Now, in perhaps the biggest real-world test of these programs, Stojanoski, a cognitive (认知的) neuroscientist at Western University in Ontario, and colleagues tested more than 1,000 people who regularly use brain trainers against around 7,500 people who don't do the mini brain workouts.

The researchers involved 8,563 volunteers globally. Participants filled out an online questionnaire about their training habits, opinions about training benefits and which, if any, program they used. Some 1,009 participants reported using brain training programs for about eight months, on average, though the time length ranged from two weeks to more than five years. Next, the volunteers completed 12 cognitive tests assessing memory, reasoning and language skills. They faced memory exercises, spatial reasoning tasks such as mentally rotating objects and pattern-finding puzzles, and strategy challenges.

When researchers looked at the results, they saw that brain trainers on average had no mental ascendancy over the other group in memory, language skills and reasoning. Even among those who had used training programs for at least 18 months, brain training didn't increase thinking abilities above the level of people who didn't use the programs.

"No matter how we sliced the data, we were unable to find any evidence that brain training was associated with cognitive abilities," says Stojanoski, "brain training may be beneficial in specific situations, but part of our goal was to look at brain training in the real world."

That real world may be the best brain trainer, says Elizabeth Stine, a cognitive aging scientist at the University of Illinois. While it's possible to improve mental abilities, she advocates practicing those skills in different real-life situations. "That's a much better use of one's time than sitting at a computer and doing little tasks."

(1) What's the purpose of the research? A. To test participants' mental ability in the real world. B. To discover new ways to improve people's intelligence. C. To find out whether brain trainers are beneficial to users. D. To compare the effects of two types of brain training games.
(2) What scientific methods were applied to the research? A. Survey and comparison. B. Experiment and analysis. C. Interview and examination. D. Observation and recording.
(3) What does the underlined word "ascendancy" in paragraph 5 probably mean? A. Problem. B. Advantage. C. Ability. D. Benefit.
(4) Which can be the best title for this passage? A. Smart Games: Not Useful in Reality B. Brain Training: Better than Expected C. A Research: the Biggest Real-world Test D. An Attractive Idea: Getting Smart via Games
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2.阅读理解

This is a national chain brand education group. We are currently looking for a headmaster for a primary school in Beijing.

Requirements:

Be motivated to develop a learning community of both students and their teachers.

Hold a master's degree and a teaching qualification in primary or middle school.

Have successful teaching experience within a primary school or middle school setting.

Experience of Project-Based Learning will be an advantage and preferred.

Be ready to organize and participate in after-school events that might occasionally include evenings and weekends.

Key Responsibilities:

Ensure that best interests of students and their learning sit at the heart of all decision-making.

Manage and regularly review the use of available resources, including human resources like accepting appropriately qualified staff, so as to improve students' learning and achievements.

Provide broad and balanced courses that meet relevant requirements and the school's education vision, including the use of PBL (problem-based-learning) alongside more traditional teaching methods for primary courses.

Monitor and evaluate the quality of teaching and learning as well as standards of achievement.

Work in partnership with parents/carers, the community, other schools and in particular colleges, businesses to improve and enrich the school and ensure the academic, moral, social and emotional well-being of students.

Provide regular management information to the Board(董事会) covering the financial, academic and examination performances of the school.

If you meet the above-mentioned qualifications and are interested in employment, please send us your resumes(简历) and application letter to edu@foreignhr. com before June 1, 2022.

(1) What is the purpose of the passage? A. To explain a teaching method. B. To introduce a school. C. To share a personal experience. D. To advertise a position.
(2) Which of the following is Not a must for application? A. A diploma and qualifications in teaching. B. Relevant work experience in education. C. Experience of Project-Based Learning. D. Willingness to work after working hours.
(3) What should a qualified headmaster do? A. Center on the best interests of the staff. B. Arrange courses based on his education vision. C. Cooperate with related members and groups. D. Keep management information from the Board.
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3. 阅读理解

Hollywood's theory that machines with evil(邪恶) minds will drive armies of killer robots is just silly. The real problem relates to the possibility that artificial intelligence(AI) may become extremely good at achieving something other than what we really want. In 1960 a well-known mathematician Norbert Wiener, who founded the field of cybernetics(控制论), put it this way: "If we use, to achieve our purposes, a mechanical agency with whose operation we cannot effectively interfere(干预), we had better be quite sure that the purpose put into the machine is the purpose which we really desire. "

A machine with a specific purpose has another quality, one that we usually associate with living things: a wish to preserve its own existence. For the machine, this quality is not in-born, nor is it something introduced by humans; it is a logical consequence of the simple fact that the machine cannot achieve its original purpose if it is dead. So if we send out a robot with the single instruction of fetching coffee, it will have a strong desire to secure success by disabling its own off switch or even killing anyone who might interfere with its task. If we are not careful, then, we could face a kind of global chess match against very determined, super intelligent machines whose objectives conflict with our own, with the real world as the chessboard. 

The possibility of entering into and losing such a match should concentrate the minds of computer scientists. Some researchers argue that we can seal the machines inside a kind of firewall, using them to answer difficult questions but never allowing them to affect the real world. Unfortunately, that plan seems unlikely to work: we have yet to invent a firewall that is secure against ordinary humans, let alone super intelligent machines. 

Solving the safety problem well enough to move forward in AI seems to be possible but not easy. There are probably decades in which to plan for the arrival of super intelligent machines. But the problem should not be dismissed out of hand, as it has been by some AI researchers. Some argue that humans and machines can coexist as long as they work in teams—yet that is not possible unless machines share the goals of humans. Others say we can just "switch them off" as if super intelligent machines are too stupid to think of that possibility. Still others think that super intelligent AI will never happen. 

(1) Paragraph 1 mainly tells us that artificial intelligence may ____.  A. run out of human control B. satisfy human's real desires C. command armies of killer robots D. work faster than a mathematician
(2) Machines with specific purposes are associated with living things partly because they might be able to ____.  A. prevent themselves from being destroyed B. achieve their original goals independently C. do anything successfully with given orders D. beat humans in international chess matches
(3) According to some researchers, we can use firewalls to ____.  A. help super intelligent machines work better B. be secure against evil human beings C. keep machines from being harmed D. avoid robots' affecting the world
(4) What does the author think of the safety problem of super intelligent machines? A. It will disappear with the development of AI.   B. It will get worse with human interference. C. It will be solved but with difficulty. D. It will stay for a decade.
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