24．This is an exciting area of study，_______n...

24．This is an exciting area of study，_______new applications are being discovered almost daily．

高三英语单项填空简单题查看答案及解析

While the start of a new school year is always exciting, this year was even more so for some elementary school students in Auckland, New Zealand. They became the world’s first kids to be “taught” by a digital teacher. Before you start imagining a human-like robot walking around the classroom, Will is just an avatar that appears on the student’s desktop, or smartphone screen, when ordered to come.

The autonomous animation platform has been modeled after the human brain and nervous system, allowing it to show human-like behavior. The digital teacher is assigned to teach Vector’s “Be sustainable with energy”— a free program for Auckland elementary schools.

Just like the humans it replaced, Will is able to instantly react to the students’ responses to the topic. Thanks to a webcam and microphone, the avatar not only responds to questions the kids may have, but also picks up non-verbal cues. For instance, if a student smiles at Will, he responds by smiling back. This two-way interaction not only helps attract the students’ attention, but also allows the program’s developers to monitor their engagement, and make changes if needed.

Nikhil Ravishankar believes that Will-like avatars could be a novel way to catch the attention of the next generation. He says, “I have a lot of hope in this technology as a means to deliver cost-effective, rich, educational experience in the future.”

The program, in place since August 2018, has been a great success thus far. Ravishankar says, “ What was fascinating to me was the reaction of the children to Will. The way they look at the world is so creative and different, and Will really captured their attention.” However, regardless of how popular it becomes, Will is unlikely to replace human educators any time soon.

1.What was special for some elementary school students in Auckland?

A. A digital teacher taught them.

B. They first saw something digital.

C. This was the start of a new school year.

D. They could get close to smartphone screen.

2.What is the benefit of this two-way interaction?

A. It can smile back. B. It can use microphone.

C. It can talk any topic for free. D. It can change if necessary.

3.What’s Ravishankar’s attitude to Will’s replacing Human educators soon?

A. Optimistic. B. Doubtful.

C. Unclear. D. Disapproving.

4.What might be the best title for the passage?

A. New High-tech Contributes to Education

B. The World’s First Digital Teacher Appears in Classroom.

C. The World’s First Digital Teacher, a Help to Students

D. New Zealand Will Replace Teachers in Classrooms

高三英语阅读理解中等难度题查看答案及解析

While the start of a new school year is always exciting, this year was even more so for some elementary school students in Auckland, New Zealand. They became the world’s first kids to be “taught” by a digital teacher, Will. Will is just an avatar(用户头像) that appears on the student’s desktop, tablet, or smartphone screen, not a human-like robot walking around the classroom.

Auckland energy company Vector and AI company Soul Machines worked together to develop Will, which has been modeled after the human brain and nervous system, allowing it to perform human-like behavior. The digital teacher is currently assigned to teach Vector’s “Be sustainable with energy,” a free program for Auckland elementary schools.

Just like the humans it replaced, Will is able to instantly react to the students’ responses to the topic. Thanks to a webcam(网络摄像头) and microphone, the avatar not only responds to questions the kids may have, but also picks up non-verbal cues(非口头提示). For instance, if a student smiles at Will, he responds by smiling back. This two-way interaction not only helps capture the students’ attention, but also allows the program’s developers to monitor their engagement, and make changes if needed.

Vector’s Chief Digital Officer, Nikhil Ravishankar says, “What was fascinating to me was the reaction of the children to Will. The way they look at the world is so creative and different, and Will really captured their attention.”

Will, in place since August 2018, has been a great success thus far. However, regardless of how popular it becomes, Will is unlikely to replace human educators any time soon. For one, the avatar’s knowledge base is severely restricted. But more importantly, even the smartest digital avatars could never predict and react to all the unexpected situations that educators have to deal with on a daily basis. However, it could come in handy as a “personal tutor”, providing kids with one-on-one help on specific subjects or even topics.

1.What made the students in Auckland more excited in the new term?

A. A robot teacher.　　 B. A digital teacher.

C. New classmates.　　 D. New tablets.

2.What’s Nikhil Ravishankar’s attitude toward Will?

A. Positive.　　 B. Negative.　　 C. Doubtful.　　 D. Neutral.

3.What is Will able to do in class?

A. Think like humans.　　 B. Satisfy all kids’ needs.

C. Grab students’ attention.　　 D. Monitor students’ participation.

4.What is mainly discussed about Will in the last paragraph?

A. Its popularity.　　 B. Its limitations.

C. Its function.　　 D. Its convenience.

高三英语阅读理解中等难度题查看答案及解析

TEENSGIVING is an exciting yearly event where hundreds of New York City teens gather together annually for a remarkable day of community service. This year, TEENSGIVING in SPRING 2019 participants will once again better New York City and influence thousands of lives!

When is TEENSGIVING in SPRING 2019?

Sunday, April 20, 2019

Who participates in TEENSGIVING?

Hundreds of teenagers from around the city. Teens come from the 92nd Street Y, various city schools, youth groups, and organizations in the area. In addition, many adult volunteers (aged 21 and older) will donate their time to TEENSGIVING in SPRING 2019.

What projects do participants do at the agencies?

Sample projects include painting park benches, planting gardens, visiting and playing with poor and disabled children, assisting at animal shelters, working at soup kitchens, delivering meals and celebrating with families at homeless shelters.

Do I get anything for participating in TEENSGIVING?

Yes! Everybody benefits! Teen volunteers will receive "6 hours" of community service credit, good towards honor society, high school graduation and college application requirements. Adult volunteers will be thanked with a light breakfast, a gift certificate for their troubles, and the satisfaction of helping our city's youth contribute to their community. In addition, all teen and adult volunteers will receive a cool TEENSGIVING in SPRING 2019 T-shirt.

This sounds awesome! How do I register for TEENSGIVING in SPRING 2019?

Interested teens and/or adults should e-mail the TEENSGIVING Coordinator Josh Hyman at jhyman@92Y. org <mailto:jhyman@92Y. org> (subject: TEENSGIVING) to receive more information and to register for this fantastic event!

Teens can also contact their school's Community Service Advisor.

1.What can the teenagers do in this event?

A. Give thanks to the adults.　　 B. Take care of animals.

C. Clean the streets of New York.　　 D. Work for high schools and colleges.

2.An adult volunteer may get ________ for his time devoted to TEENSGIVING in SPRING 2019.

A. a T-shirt and a gift certificate

B. community service credit and a T-shirt

C. a high school certificate and a light breakfast

D. a gift certificate and community service credit

3.The writer's purpose in writing this passage is to ____________.

A. ask readers to donate their advice to TEENSGIVING in SPRING 2019

B. encourage readers to ask more questions about TEENSGIVING

C. introduce TEENSGIVING in SPRING 2019 to readers

D. inform readers of some frequently asked questions

高三英语阅读理解中等难度题查看答案及解析

TEENSGIVING is an exciting yearly event where hundreds of New York City teens gather together annually for a remarkable day of community service. This year, TEENSGIVING in SPRING 2016 participants will once again better New York City and influence thousands of lives!

When is TEENSGIVING in SPRING 2016?

Sunday, April 20, 2016

Where is TEENSGIVING?

All over New York City. Everyone will meet at the 92nd Street Y(92nd and Lexington) at 9:00 AM for the event kick-off. Then, all TEENSGIVING volunteers will go across the city to work with our partnering agencies where they will make a HUGE difference and have fun!

Who participates in TEENSGIVING?

Hundreds of teenagers from around the city. Teens come from the 92nd Street Y, various city schools, youth groups, and organizations in the area. In addition, many adult volunteers (aged 21 and older) will donate their time to TEENSGIVING in SPRING 2016.

What projects do participants do at the agencies?

Sample projects include painting park benches, planting gardens, visiting and playing with poor and disabled children, assisting at animal shelters, working at soup kitchens, delivering meals and celebrating with families at homeless shelters.

Do I get anything for participating in TEENSGIVING?

Yes! Everybody benefits! Teen volunteers will receive "6 hours" of community service credit, good towards honor society, high school graduation and college application requirements. Adult volunteers will be thanked with a light breakfast, a gift certificate for their troubles, and the satisfaction of helping our city's youth contribute to their community. In addition, all teen and adult volunteers will receive a cool TEENSGIVING in SPRING 2016 T-shirt.

This sounds awesome！ How do I register for TEENSGIVING in SPRING 2016? Interested teens and/or adults should e-mail the TEENSGIVING Coordinator Josh Hyman at jhyman@92Y.org　 < mailto:jhyman@92Y. org >　 ( subject: TEENSGIVING)　 to receive more information and to register for this fantastic event!

Teens can also contact their school's Community Service Advisor.

TEENSGIVING is sponsored by the 92nd Street Y.

1.TEENSGIVING is an event which is held ________.

A. twice every year　　 B. every two years

C. once every year　　 D. from time to time

2.What can the teenagers do in this event?

A. Give thanks to the adults.　　 B. Take good care of animals.

C. Clean the streets of New York.　　 D. Work for high schools and colleges.

3.An adult volunteer may get ________ for his time devoted to TEENSGIVING in SPRING 2016.

A. a T-shirt and a gift certificate

B. community service credit and a T-shirt

C. a high school certificate and a light breakfast

D. a gift certificate and community service credit

4.The writer’s purpose in writing this passage is to ________.

A. ask readers to donate their advice to TEENSGIVING in SPRING 2016

B. encourage readers to ask more questions about TEENSGIVING

C. introduce TEENSGIVING in SPRING 2016 to readers

D. inform readers of some frequently asked questions

高三英语阅读理解简单题查看答案及解析

Food storing is common in members of the crow（乌鸦）family. A new study tested the birds outside this naturally occurring behaviour, which may have evolved（进化）specifically because it gives crows a survival advantage. Some crow species are known to naturally use tools to recover food. So the researchers tested whether the birds could store and recover a tool so they could get it at their food after a gap of 17 hours—something we wouldn’t expect them to do naturally. But they were able to instantly select the tool out of a number of unnecessary items.

In another experiment, the researchers taught crows to select a token （礼品券）from a number of items so that they could then exchange for food. Again, the birds then showed that they could plan for the future using this new behaviour. This is different from all of the previous studies in future planning, which have focused on naturally occurring behaviour. For example, we know that chimpanzees select, transport and save appropriate tools for future needs.

These studies have shown that animals can plan for the future—but they left an important question open for debate. Are animals only able to plan to use abilities that have evolved to give them a specific advantage, or can they flexibly and intelligently apply planning behaviour across various actions? Most critics would say the former, as the animals were tested in naturally occurring behaviours.

But the new research provides the first evidence that animal species can plan for the future using behaviour that doesn’t typically occur in nature. This supports the view that at least some recognitive abilities in animals don’t evolve just in response to specific problems. Instead, it suggests that animals can apply these behaviours flexibly across problems in a similar way to humans. We need to investigate how flexible behaviour evolved. Then we might be able to see how crows’ ability to plan for the future fits in with their broader cognitive powers.

1.What’s the new finding about some crows according to Paragraph 1?

A. They can store food.　　 B. They can use tools to recover food.

C. They can store and recover tools.　　 D. They can select and store food.

2.What are crows trained by scientists to do when given a token?

A. Reject it casually.　　 B. Exchange it for food.

C. Save it as their food.　　 D. Build a nest with it.

3.What do scientists think of the studies that animals can plan for the future?

A. They are controversial.　　 B. They are disappointing.

C. They are contradictory.　　 D. They are convincing.

4.What can be inferred about recognitive abilities in animals?

A. They develop only with age.

B. It is unclear how they’ve evolved now.

C. No animals but crows benefit from them.

D. Planning for the future helps their evolution.

高三英语阅读理解中等难度题查看答案及解析

William Wordsworth wrote that “the human mind is capable of excitement without the application of violent stimulants(刺激)”. And it appears that simply reading those words proves his 　　　　 .

　　　 Researchers at the University of Liverpool found the works of Shakespeare and Wordsworth and 　　 　　 had a beneficial effect on the mind. It can 　　　 the reader’s attention and trigger moments of self-reflection.

Using scanners, they 　　 　　 the brain activity of volunteers as they read pieces of classical English literature both in their 　 　　 　 form and in a modern translation.

And, according to the Sunday Telegraph, the experiment showed the more 　　　　　　　　 prose and poetry 　　　　 far more electrical activity in the brain than the easier versions.

The research also found poetry, 　　 　　 , increased activity in the right part of the brain, an area 　　 with “autobiographical(自传式的) memory”, which helped the reader to 45 on their own experiences. The academics said this meant the　 　　 　 were more useful than self-help books.

The brain　 　 　　 of 30 volunteers were watched in the first part of the research as they read Shakespeare in different 　　 .

In one example, volunteers read a line from King Lear, “A father and a gracious aged man: him have you madded”, before reading the 　　 : “A father and a gracious aged man: him you have enraged”. Shakespeare’s use of “mad” as a(n)　 　　 　 caused a higher level of brain activity than the straightforward prose.

The next stage of the research was looking at the 　　 to which poetry could affect　 　　　　 and provide therapeutic(治疗的) benefit. Volunteers’ brains were scanned while reading four lines by Wordsworth, and four “translated” lines were also provided.

The first version caused more brain activity,　 　　 not only the left part of the brain connected with language, but also the right part that relates to autobiographical memory and emotion.

“Poetry is not just a 　　　 of style. It is also about deep versions of experience that　 　　 the emotional to the cognitive(认知的),” said Prof Davis, who will present the findings at the North of England education conference in Sheffield this week.

1.A. attitude　　 B. point　　　　 C. mind　　　　 　　　 D. advice

2.A. the like　 B. the way　　 　 C. the likely　　　　 D. the kind

3.A. break　　　　 B. focus　　　　 C. catch　　　　 　　 D. fix

4.A. examined　 　 B. monitored　　 C. interrupted　　　 D. controlled

5.A. original　 　 B. traditional C. conventional　　 D. ancient

6.A. attractive　 B. beneficial C. challenging　　 D. emotional

7.A. set off　　 B. put off　 　　 C. take off　　　　 　 D. call off

8.A. for example B. on occasion C. in particular　　 D. in contrast

9.A. concerned　　 B. mixed　　 　　 C. fixed　　　　 　　 D. conflicted

10.A. reflect　　 B. agree　　　　 C. depend　　　　 　　 D. take

11.A. average　 B. modem　 　　 C. academic　　 　　　 D. classic

12.A. records　　 B. recalls　　 　 C. responses　　 　　 D. receptions

13.A. moods　　 　　 B. manners　 　 C. forms　 　　　　　 D. types

14.A. shorter　　 B. simpler　 　 C. better　　 　　 　　 D. deeper

15.A. adjective　 B. noun　　　　 C. adverb 　　　　 　 D. verb

16.A. amount　　 　 B. degree　　 　　 C. extension　　 　　 D. scale

17.A. philosophy B. biology　　 　 C. psychology 　　 D. sociology

18.A. waking up　 B. raising up　 C. taking up　　 　　 D. making up

19.A. matter　　 　 B. mark　　　　 C. manner　　　　 　　 D. mass

20.A. cater　　 　　 B. add　　 　　　 C. prefer　 　　　　 D. refer

高三英语完形填空中等难度题查看答案及解析

He wrote that the “human mind is capable of excitement without the application of unpleasant and violent stimulants(兴奋剂，刺激物)”. And it appears that simply reading these words by William Wordsworth proves his point.

Researchers at the University of Liverpool found the works of Shakespeare and Wordsworth and the like had a beneficial effect on the mind, making it active and excited by catching the reader’s attention and leading to moments of self-reflection.

Using scanners, they monitored the brain activity of volunteers as they read pieces of classical English literature both in their original form and in a modern translation. And, according to the Sunday Telegraph, the experiment showed the more challenging writing and poetry set off far more electrical activity in the brain than the simple readings.

The research also found poetry, in particular, increased activity in the right brain, an area concerned with “autobiographical memory”, which helped the reader to reflect on their own experiences in light of what they had read. The academics said this meant the classics were more useful than self-help books.

The brain responses of 30 volunteers were monitored in the first part of the research as they read Shakespeare in its original and modern form. In one example, volunteers read a line from King Lear, “A father and a gracious aged man: him have you madded”, before reading the simpler, “A father and a gracious aged man: him you have enraged”. Shakespeare's use of the adjective “mad” as a verb caused a higher level of brain activity than the straightforward translation.

The next part of the research is looking at the extent to which poetry can affect psychology and provide benefit, Volunteers’ brains were scanned while reading four lines by Wordsworth, and four “translate” lines were also provided. The result showed that the first version caused a greater degree of brain activity.

“Poetry is not just a matter of style. It is a matter of deep versions of experience that add the emotional and biographical to the cognitive(认知的),” said Professor Davis, leader of the researchers.

1.The words by William Wordsworth in Paragraph 1 are used to ________.

A. prove the poet’s point　　 B. introduce the topic

C. serve as an example　　 D. stress the importance of reading

2.What is the beneficial effect of reading classics on the mind?

A. It activates the reader’s mind　　 B. It reflects the reader’s experience

C. It catches the reader’s attention　　 D. It monitors the reader’s brain activity

3.What method is mainly used in the experiment?

A. Comparing responses.　　 B. Analyzing data.

C. Observing activities.　　 D. Testing ability.

4.According to Professor Davis, poetry can affect the mind mainly because of ________.

A. its style　　 B. its meaning　　 C. its depth　　 D. its writer

高三英语阅读理解困难题查看答案及解析

Dreaming is believing, claim researchers of a new study, who found that dreams have an effect on people’s behavior, judgment and they might contain important hidden truths as well.

“Psychologists’ explanations of the meaning of dreams vary widely. But our findings show that people believe their dreams provide meaningful insight into themselves and their world,” said a lead author of the study Carey Morewedge, an assistant professor at Carnegie Mellon University.

In six different studies, researchers surveyed nearly 1,100 people about their dreams. One of the studies focused on general beliefs about dreams and involved 149 university students. All students were asked to rate different theories about dreams. The experts found that a surprising majority of the participants supported the theory about dreams revealing (揭示) the hidden truths about themselves and the rest of the world.

In a second experiment, they surveyed 182 people at a Boston train station, and asked them to imagine one out of four possible situation that could have occurred the night before a scheduled airline trip. Most of the participants said that dreaming of a plane crash would be more likely to affect their travel plans than would just thinking about a crash, or being warned by the government of a terrorism risk. They said a dreamed crash would influence their travel plans just as much as learning about a real crash on their planned route would.

Another experiment involved 270 men and women from across the United States. In a short online survey, they were asked to recall one of the dreams they had seen about any person they knew.

The findings showed that people were more likely to remember and describe pleasant dreams about a person they liked, rather than a person they disliked. Meanwhile, in most cases they tended to consider an unpleasant dream as more meaningful if it was about a person they disliked.

“In other words,” said Morewedge, “people attribute meaning to dreams when it corresponds (与……一致) with their pre-existing beliefs and desires.”

The researchers say that more investigation is needed to fully understand how people interpret their dreams. According to Morewedge, most people realize that dreams are not predicting their future, but they still try to find some meaning in there.

1.. The purpose of the studies is to ________.

A. determine when people tend to remember their dreams

B. research whether dreams have anything to do with real life

C. find out how people explain their dreams and what impact that has

D. understand what causes people to dream and how to interpret dreams

2. According to the second experiment, what might influence people’s travel plans most?

A. Thinking about a past plane crash.

B. Dreaming about a plane crash.

C. Hearing a government’s warning of a terrorism risk.

D. Imagining a plane crashing on their planned route.

3.. What can be concluded from the study?

A. Dreams can be a useful tool for learning and problem solving.

B. Most people disagree that dreams help them better know themselves and the world.

C. A majority of people believes that dreams can predict their future and try to find their meaning.

D. When a dream conflicts with people’s existing beliefs and desires, they tend to attribute less meaning to it.

4.. Which kind of dream is seen as more meaningful than the rest?

A. A pleasant dream about a person the dreamer likes.

B. A pleasant dream about a person the dreamer dislikes

C. An unpleasant dream about a person the dreamer likes.

D. An unpleasant dream about a person the dreamer dislikes.

高三英语阅读理解困难题查看答案及解析