1. What can we learn about Arapakis from the first two paragraphs?
A. He was a successful fish trader.
B. He collected waste from the sea.
C. He liked swimming in the sea.
D. He had a large family in the sea.
2. What does the underlined word "degradation" in Paragraph 3 mean?
A. Impact.
B. Worsening.
C. Improvement.
D. Research.
3. What will most probably happen to the collected waste in the end?
A. It will be sold at a high price.
B. It will be exchanged for food.
C. It will be thrown back into the sea.
D. It will be well treated for reuse.
4. What can we infer from Mokharam's words?
A. Fishing is a tough job for fishermen.
B. The sea in Greece is seriously polluted.
C. He thinks highly of the clean-up project.
D. He still feels ashamed of fishermen's behavior.

B
Educators and business leaders have more in common than it may seem. Teachers want to prepare students for a successful future. Technology companies have an interest in developing a workforce with the STEM (science, technology, engineering and mathematics) skills needed to grow the company and advance the industry. How can they work together to achieve these goals? Play may be the answer.
Focusing on STEM skills is important, but the reality is that STEM skills can be improved when mixed with traditional, hands-on creative activities. This mix is proving to be the best way to prepare today's children to be the makers and builders of tomorrow. That is why technology companies are partnering with educators to bring back good, old-fashioned play.
In fact, many experts argue that the most important 21st-century skills aren't related to specific technologies or subject matter, but to creativity; skills like imagination， problem-finding and problem-solving, teamwork, patience and the ability to experiment and take risks. These are skills acquired when kids tinker (鼓捣小玩意). High-tech companies such as NASA's Jet Propulsion Laboratory have found that their best well-rounded problem solvers were master tinkerers in their youth.
There are cognitive (认知的) benefits of doing things the way we did as children—building something, taking it apart, then building it up again. Research shows that given 15 minutes of free play, four- and five-year-olds will spend a third of this time absorbed in various activities. This type of play—especially with building blocks—helps children discover and develop key principles in math.
If play and building are important to 21st-century skill development, that's really good news for two reasons: Children are born makers, and as creators, so developing 21st-century skills may be as simple as giving kids room to play, tinker and try things out, even as they grow older. Moreover, it doesn't take 21st-century technology to develop 21st-century skills. This is especially important for under-resourced schools and communities. Taking whatever materials they have and tinkering with them is a simple way to develop those important "maker" skills. And anyone, anywhere, can do it.