1. 阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。

MyHeritage has announced the release of two new AI features which it promises will ‘revolutionise genealogy(系谱学)'research, similar to how Chat GPT revolutionised searching the Internet.

The first feature, AI Record FinderTM, is an interactive chatbot that helps family historian s find relevant historical records about a person of interest within MyHeritage's database of 20 billion records. This free-text chat tool enables users to talk to an intelligent assistant to find information about their ancestors, relatives, or other people who have passed away.

In addition to AI Record FinderTM, MyHeritage has also introduced AI BiographerTM, another innovative feature that automatically generates a narrative biography about an ancestor's life using information from historical records that match the person. This creates a Wikipedia-like biography, which gives users a complete understanding of their ancestor's life story.

These two new features are integrated, allowing MyHeritage users to create an AI Biography for their ancestors using the AI Record FinderTM. With this integration, users can easily use a conversational AI to search for historical records. This makes it faster and easier to find information about their family members.

Gilad Japhet, Founder and CEO of MyHeritage, said of the new features, "We're constantly pushing the boundaries of genealogy to reinvent the way people can discover their family history as we aim to reshape genealogy in the 21st century. Together, these advanced features strengthen MyHeritage's position as the industry leader for innovative genealogy and continue our mission to make family history easier, more accessible, and more fun for everyone." AI Record FinderTM is a disruptive feature that simplifies the way people can find information about their ancestors by making the search easier. AI Biographert M tums a person's life details into a fascinating story. Not all our ancestors were famous, but they all deserve to be remembered!

(1) What is a typical feature of AI Record FinderTM? A. It updates MyHeritage's database. B. It generates a narrative biography. C. It narrows down the target information. D. It helps users interact with intelligent people.
(2) Which of the following would Gilad Japhet probably agree with? A. That AI genealogy promotes family history creation. B. That the new AI-driven features give way to MyHeritage. C. That MyHeritage spares no effort to advance genealogy. D. That more will be done to strengthen MyHeritage's position.
(3) Which of the following can best replace the underlined word "disruptive" in the last paragraph? A. Relevant. B. Pioneering. C. Disturbing. D. Comprehensive.
(4) What might be the best title for the text? A. MyHeritage Leads in AI Genealogy B. MyHeritage Promises to Revolutionise C. AI Features: A New Era for Genealogy D. AI Record Finder: Smart Search for Family Histories
【考点】
推理判断题; 词义猜测题; 细节理解题; 新闻报道类; 标题选择;
【答案】

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阅读理解 未知 普通
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1.阅读理解

After university in 2011, Samuel went to a rural primary school for native children, where, on his first day, another teacher told him, "Samuel, you don't have to do much, they're just Orang Asli-native children." This was what Samuel would spend years fighting against.

The Orang Asli community has struggled with poverty, melting into society, and losing their own identity and culture due to others' disregard of it. Samuel saw that the main barrier in teaching these children was the attitude on the part of many teachers that the native children were not worth their efforts. It was thought that whatever was taught would make no difference, so nobody bothered to try. The children themselves ended up believing these stigmas (污名), often doubting what they can achieve. Teachers skipped or slept in classes, and little effort was made to create an appropriate learning environment. Consequently, the school was one of the worst-performing in the district.

Samuel bonded with his native students and accepted their culture, leading him to see their potential. However, he also came to see that they did not have equal opportunities compared to urban schools, due to the lack of facilities. So he set up a crowdfunding project to create a fully equipped 21st-century English classroom with tablets and computers. The Orang Asli children now learn technology, experience English and communicate in English with volunteers all over Malaysia and overseas.

Consequently, the students have improved in national standardized examinations, from a pass rate of 30% in English (2008-2012) to an average of 80% (2013-2017). These efforts have resulted in a shift of what local children are considered capable of academically.

(1) What did the teacher's words suggest about the native children? A. They were intelligent. B. They were hopeless. C. They were unfriendly. D. They were independent.
(2) What major problem did Samuel need to solve? A. The poverty of local people. B. The lack of facilities in his school. C. The prejudice against the native kids. D. The unsuitable teaching methods.
(3) What is paragraph 3 mainly about? A. The change of native students. B. The importance of learning English. C. The improvement of native education. D. Samuel's work for the native kids.
(4) What can we learn from Samuel's story? A. Respect makes a big difference. B. The academic performance comes first. C. Everyone deserves access to education. D. One method can't apply to each situation.
阅读理解 模拟题 普通
2.阅读理解

Growing up, I was often the first Jewish person my classmates had ever met. I lived in Mississauga, Ontario, and was the only Jewish student in my grade 一 sometimes the only one in the whole school. This difference set me apart.

Every September, I hated presenting the note my parents had expertly made to a teacher I was just getting to know. The note explained that I would be absent during the Jewish High Holidays of Rosh Hashanah and Yom Kippur. I flatted that my teachers would label me the "Jewish kid".

The real trouble always came as the local new year's festival approached. I was Jewish and celebrated Hanukkah, not this festival. At school, on one day before the winter break, every class would sit in neat rows in the gym and sing songs from the festival. However, the music teacher sometimes played Dreidel, Dreidel, Dreidel, a Jewish festival song, and I would feel hundreds of eyes staring at my red cheeks. As my friends counted down the days until the festival, I counted the days until it was over and I could go back to feeling normal.

Each year during primary school, my mother would coordinate (协调)with my teacher to come to my class and tell the story of Hanukkah. She would prepare treats and materials depending on my age. Every time I would proudly stand beside her as she told the story of Hanukkah and explained the symbols. The children who had attended the presentation previously competed to answer questions. After my mom left, I would overhear them showing off their fried treats to kids in other classes.

My mom's annual visits to my school sparked (激发) interest from other parents as well. Over the years, we had visits from parents who shared how festivals were celebrated in Germany and Italy.

My mom showed me, my classmates and their families that what sets us apart should be celebrated and shared, an intention which I continue to set for myself as I cycle through another holiday season.

(1) What does the underlined word in paragraph 2 refer to? A. Noticed. B. Disagreed. C. Worried. D. Expected.
(2) What really annoyed the author during the local festival? A. Being a trick target. B. Singing holiday songs. C. Being culturally different. D. Celebrating others' festival.
(3) How did the author's classmates react to Mom's coming? A. They welcomed it warmly. B. They gave away her treats. C. They showed off themselves. D. They expressed sympathy for her.
(4) Which of the following best states what Mom did at school? A. She protected her child from being hurt. B. She encouraged cross-cultural understanding. C. She made Hanukkah a school-celebrated festival. D. She saved the Jewish tradition from being changed.
阅读理解 模拟题 普通
3.阅读理解

Honors Program

The honors program is for students who have enjoyed their experience in research with a guide teacher and are looking for a highlight experience during their final year. The program has specific requirements for our majors described below.

Application

Students participate in the honors program during their final year. Students who expect to have a 3. 5 accumulative GPA by the fall of senior year should have identified a guide teacher and applied for NBB honors by May 1st of their third year. Applications are brief and include basic information such as guide teacher name, project title, and current GPA.

Coursework

During senior year, honors students take two research-experience courses. Participation in these courses includes at least 12 hours of work on the research project each week as well as weekly meetings with other researchers to develop professional skills.

Essay

The majority of our major work with guide teachers in research experiences, and many students co-author manuscripts (手稿) published in leading journals. However, only honors students are guided and helped through the process of writing an essay. All students' essays are published online through the university library and, after the data being forbidden to be included in other articles, the essays are available to search.

(1) Which of the following is the requirement of the honors program? A. Students should take two relevant courses. B. Students should spend 12 hours researching. C. Students should finish their essays on their own. D. Students should apply by May 1st in the fourth year.
(2) What privilege do honors students have? A. Access to leading journals. B. Guidance in writing an essay. C. Including the data in other articles. D. Publishing essays through the library.
(3) Who is the passage intended for? A. Guide teachers. B. College Students. C. Researchers. D. Professors.
阅读理解 模拟题 普通