Questions 1-10 are based on the following passage.
This passage is adapted from Jennine Capo Crucet, Make Your Home Among Strangers. ©2015 by Jennine Capo Crucet. Lizet's biology professor has sent her an email asking to meet.
I scanned my mind for what this could be about. Had I left a supply closet or fridge unlocked? Had I open centrifuged one of the specimens she’d asked me to look at when it was supposed to be closed centrifuged? Had she glanced over my should erat my class notes and seen the list of embarrassing questions only I seemed to have and which I’d scribbled under the heading Things to Look Up Later? I’d been so careful around her so far, hoping to make up for all the times I raised my hand and revealed how little I knew, all the times she caught me pretty much fondling the equipment —the elegant pipettes, the test tube racks that kept everything snug and in place, the magical autoclave incinerating all evidence of use and making everything perfect over and over again. It could’ve been any or all of these things: she was so smart that I was certain she’d put these observations together and conclude, long before I figured it out, that though I was eager and good at keeping contamination at bay, I wasn’t cut out for the hard sciences. I wrote her back, composing my e-mail in a word processing program first to make sure the green squiggly line of grammar impropriety didn’t show up under every clause, and confirmed I could meet with her Monday at noon, right after class. She wrote back a cryptic, That will be more than fine.
The three hours of that week’s lab class felt like a goodbye. I stacked each petridish as if it were the last time I’d be allowed to handle those delicate circles of glass. I swished saline solution for longer than was needed, looked at the agar coating the bottom of plates as if its nutrients were intended for me and were about to be withheld. When a question popped into my head, I kept my hand down and didn’t even bother to write it in my notebook.
I watched Professor Kaufmann for clues all class but saw nothing, though she’d already proven herself good at masking frustration with kindness. You could drop an
entire tray of beakers, and she would smile and in a too-high voice say, That’s OK! I sometimes thought I was the only one in the class who saw through her, could tell how very upset she was at all that shattered glass on the floor: I knew it from the way she’d say Hmmm as she accosted the student culprit with a broom and stood over them, pointing out a missed shard here, a tiny speck there. She’d wait until they put the broom away before noticing another piece, then instruct them to go back to the closet and bring the broom again.
I approached her lab bench once everyone had left. She was scribbling something on some graph paper, and I glanced at what she wrote once I was closer. Whatever it was, it was in German—probably not a good sign—and it was underneath a series of equations that meant nothing to me and which were in no way related to our class.
—Liz! she said. Oh, super! Come here, please!
She stood and let me have her seat. I sat there for a good minute, watched her keep working as if she hadn’t just asked me to sit down. Her pen dug into the paper and I wondered if she had two brains—wondered if there were a way I could split my own mind like that, be in one place but let my mind hang out wherever it wanted. She slapped the pen down on her notebook, and without even apologizing for the awkward three or so minutes we’d been right next to each other but not speaking, she said, Thank you for staying after class. I see you’re eager to know what this is about.
—Yes, I said. I tried to keep my back straight; I found trying to maintain good posture more painful than just slouching. Even seated on her high stool, I was still looking up at her. I said, Is everything okay?
—Yes, of course. Thank you for asking.
I figured then that I should stop talking lest I incriminate myself, but she smiled at me and nodded as if I’d kept speaking, as if I was saying something at that very moment.
—Yes, so, sh—Yes, so, she said. You are enjoying the lab so far?
—I love it, I blurted out. It’s my favorite class this semester.
—Super! she said. That’s super.
She nodded some more. After a few additional seconds of painful silence and sustained eye contact she asked, Are you interested in becoming a research scientist?
I thought I wanted to be a doctor, but that didn’t seem like the right answer.
—Yes, I said. I am.
—Good, super. Because there is something you should do then, a program.
She slipped a hand beneath her pad of graph paper and slid out a glossy folder. I closed my eyes, not wanting to look at it: here it was, the remedial program for students needing extra help, forced in front of me like that list of campus resources I’d printed out last semester as my only hope. The folder was white with a crimson stripe down the front of it, a gold logo embossed at its center.
—This is connected to my research group. It’s a summer position at our field laboratory off the coast of Santa Barbara, in California. You would be perfect for it.
1>In the passage, a major source of tension for the narrator is between her
A) artistic pursuits and medical ambitions.
B) romantic ideals and practical considerations.
C) childhood dreams and adult responsibilities.
D) scientific aspirations and personal insecurities.
1. D. 第一段连续的问句表达了作者的不安， 并且 19-20 行 though I was eage飞.也可以看出作者对科学的喜爱。
Which choice best supports the idea that when the narrator is in class, she is expected to pay attention to details?
A) Lines 1-2 (" I scanned…about")
B) Lines 2-5 ("Had I left... closed centrifuged")
C) Lines 5-9 ("Had she…Later")
D) Lines 9-12 ("I'd been ... equipment")
2. B. 题干中 she is expected to pay attention to details 对应到 2-5 行两个细节： supply closet和fridge 有没有关;本应该 closed centrifuge 结果 open centrifuge。
The main purpose of the words "elegant," "snug," and "magical" in lines 13-14 is to emphasize the narrator's
A) admiration for the equipment.
B) detem血ation to succeed at all costs.
C) satisfaction with her chosen career.
D) attraction to art instead of science.
3. A. 作者形容 equipment 是 elegant "优雅的", sug "舒适的", magical "有魔力的“， 正面词汇， 对应到 A 选项的 admiration for the equipment。 BCD 扩大了范围， 属于过度推理。
4>As presented in the passage, the narrator is someone who
A) sacrifices leisure time willingly to secure her dreams.
B) cares deeply about Professor Kaufmann's opinion of her.
C) readily dismisses those who neglect important duties.
D) finds it difficult to interact with her peers.
4. B. 作者花了大量篇幅描写自己的心理， 担心 professor 对自己会有负面的评价， 因此是 cares deeply about professor's opinion.
5>The passage most strongly suggests that Professor Kauftnann's email reply worries the narrator because
A) the wording of the email is uncharacteristic of Professor Kaufmann.
B) Professor Kauftnann admits that she had not expected a reply.
C) the email fails to clarify why Professor Kaufmann wants to meet with her.
D) Professor Kaufmann reveals that she has little respect for the narrator.
5. C. professor 的回复在 27 行， that will be more than fine. 作者对这个回复的评价是 cryptic"隐晦的，含义模糊的“， 说明作者并不十分明确 professor 这句回复的含义。
Which choice best represents the different meanings of "good " as used in line 55, line 60, and line72, respectively?
A) Fortunate; acceptable; dependable
B) Proper; ample; therapeutic
C) Favorable; full; correct
D) Accurate: pure; healthy
6. C. 55 行 good sign, 好的迹象， 并不是"proper, 正确的或者"accurate 准确的”，排除 BD; 60 行 sat there for a good minute"坐了整整一分钟”， 因此是 full; 72 行 maintain good posture"保持正确的姿势”， 因此是 correct。
The narrator assumes that, compared with herself, Professor Kaufinann is more
A) capable of performing multiple tasks simultaneously.
B) patient in helping others master new skills.
C) interested in recent discoveries in biology.
D) confident about the long-term benefits of her research.
7. A. 对应到 62 行， I wondered if she had two brains, 作者也表示自己可能做不到像 professor 一样一心多用。
Which choice provides the best evidence for the answer to the previous question?
A) Lines 37-39 (" I watched ...kindness")
B) Lines 41-44 (" I sometimes ...floor")
C) Lines61-65 (" Her pen…wanted")
D) Lines 85-88 ("After ... scientist")
8. C. 同上。
9>The passage indicates that early in her conversation with Professor Kaufmann, the narrator decides to stop speaking in order to avoid seeming
A) involved in too many extracurricular activities.
B)mart1culate m classroom d1scuss1ons.
C) overly attracted to nonscientific subjects.
D) guilty of some type of offense.
9. D. 对应到 76 行， I should stop talking lest I incriminate myself "我应该停止交谈以免将自己牵连其中", incriminate 对应选项中的 guilty of some type of offense. guilty of 这里翻译成有...罪过。
In the context of the passage, the last paragraph primarily functions to
A) underscore that Professor Kaufmann is kind.
B) demonstrate that the narrator's apprehensions are unfounded.
C) downplay that Professor Kaufmann is frustrated.
D) confirm that the narrator is overly critical.
10. B最后一段 professor 提供了作者一个 summer position, 并且对作者给予了充分的肯定， 说明作者之前的担心是多余的。