The World Health Organization recently said that it planned to add gaming disorder(游戏成瘾)to its new list of disease classifications, angering the gaming industry but pleasing doctors who hope it may make treatment more easily available.
Some US experts said it would make little difference when it comes to helping people with the disorder, although others said it would bring attention to a disorder that people sometimes don’t recognize. Many of us enjoy video games, but does playing our favorite game for a couple of hours every night mean we’re suffering from gaming disorder? Not, according to the WHO. The symptoms listed by the WHO include a lack of control over gaming, treating gaming more seriously than other life interests and daily activities, and continuing to play games despite the negative consequences that playing them might have. “The behavior pattern is enough to result in significant damage to one’s personal, family, or social life,”the WHO said.
Meanwhile, Douglas Gentile of Iowa State University has carried out influential research into the cause of gaming addiction in young people. “I and many others had assumed that gaming is not really a problem but is a symptom of other problems,”he told NBC News. Many had thought it was simply a failure of self-control.
To see if it was，Gentile’s team studied a group of children who had been gaming for several years. “We found that when kids became addicted，their anxiety increased…and their grades decreased,”Gentile said. When kids were able to back off from gaming, their symptoms disappeared, he added. Gentile thinks medical organizations should pay attention to the WHO’s proposal. “This isn’t an issue of opinion; it’s all issue of science,”he said. “This is a major scientific and medical organization. They don’t do things lightly and without reason.”
Dr Petros Levounis, chair of psychiatry at the New Jersey Medical School at Rutgers University, said that he hoped the WHO’s proposal would lead to more research into obsessive (过度的)behavior among all types of people. “Now，there is renewed interest and excitement,” he said.
1.Which of the following is a sign of gaming disorder according to the WHO?
A.Putting games before everything else.
B.Keeping playing until winning the games.
C.Playing games for several hours every night.
D.Having a few hobbies besides playing games.
2.Why is Gentile’s research mentioned?
A.To explain the cause of gaming addiction.
B.To show the influence of gaming disorder.
C.To show the reasons behind the WHO’ s decision.
D.To introduce the study that influenced the WHO’s proposal.
3.What can we learn from what Levounis said?
A.It needed further research to make it more convincing.
B.It would do little to help people with gaming addiction.
C.It would encourage new cures for gaming disorder.
D.It would encourage studies about similar diseases.
4.What does the author intend to tell us about gaming disorder?
A.Its description. B.Controversial views.
C.Its harmful effects. D.Explanations of the WHO’s decision.
When John was growing up, other kids felt sorry for him. His parents always had him weeding the garden, carrying out the garbage and delivering newspapers. But when John reached adulthood，he was better off than his childhood playmates. He had more job satisfaction, a better marriage and was healthier. Most of all, he was happier. Far happier.
These are the findings of a 40-year study that followed the lives of 456 teenage boys from Boston. The study showed that those who had worked as boys enjoyed happier and more productive lives than those who had not. “Boys who worked in the home or community gained competence（能力）and came to feel they were worthwhile members of society, ” said George Vaillant, the psychologist（心理学家）who made the discovery. “And because they felt good about themselves, others felt good about them.”
Vaillant’s study followed these males in great detail. Interviews were repeated at ages 25, 31and 47. Under Vaillant, the researchers compared the men’s mental-health scores with their boyhood-activity scores. Points were awarded for part-time jobs, housework, effort in school, and ability to deal with problems.
The link between what the men had done as boys and how they turned out as adults was surprisingly sharp. Those who had done the most boyhood activities were twice as likely to have warm relations with a wide variety of people, five times as likely to be well paid and 16 times less likely to have been unemployed. The researchers also found that IQ and family social and economic class made no real difference in how the boys turned out.
Working—at any age—is important. Childhood activities help a child develop responsibility, independence, confidence and competence—the underpinnings（基础）of emotional health. They also help him understand that people must cooperate and work toward common goals. The most competent adults are those who know how to do this. Yet work isn't everything. As Tolstoy once said, “One can live magnificently in this world if one knows how to work and how to love, to work for the person one loves and to love one's work.”
1.What do we know about John？
A.He received little love from his family.
B.He had few childhood playmates.
C.He enjoyed his career and marriage.
D.He was envied by others in his childhood.
2.Vaillant’s words in Paragraph 2 serve as _______.
A.a description of personal values and social values
B.an analysis of how work was related to competence
C.an example for parents' expectations of their children
D.an explanation why some boys grew into happy men
3.Vaillant's team got their findings by _______.
A.recording the boys' effort in school
B.comparing different sets of scores
C.evaluating the men's mental health
D.measuring the men's problem solving ability
4.What can be inferred from the last paragraph?
A.Competent adults know more about love than work.
B.Emotional health is essential to a wonderful adult life.
C.Love brings more joy to people than work does.
D.Independence is the key to one's success.
It’s not unusual to see an unreasonable child lying on the ground drumming his heels. Beside him is a desperate mother yelling at the top of her lungs. Raising a well-behaved kid is really a head-scratching thing.
If you took all the parenting styles around the world and ranked them by their gentleness, the Inuit(因纽特人) approach would certainly rank near the top. All the moms mention one golden role: Don’t shout or yell at small children.Inuit’s no-yelling policy is their central component to raising cool-headed kids. The culture views scolding, or even speaking to children in all angry voice, as inappropriate, although little kids are pushing parents' buttons.
Playful“storytelling”is another trick to sculpting kids’behavior. But this storytelling differs hugely from those fairy tales full of moral lessons. Parents“retell” what happened when a boy threw a tantrum(发脾气)by way of what Shakespeare would understand all too well: putting on a“drama”. After the child has calmed down, the parents will review what happened when the child misbehaved, usually starting with a question: “Can you show us how to throw a tantrum?”Then the child has to think what he should do. If he takes the bait and performs the action, the mom will ask a follow-up question with a playful tone. For example: “Does that seem right?”or“Are you a baby?”She is getting across the idea that“big boys”won’t throw a tantrum.
Kids’brains are still developing the circuitry needed for self-contro1. What you do in response to your children’s emotions shapes their brains. So next time, seeing your boy misbehave, try using the Inuit’s storytelling approach. And don’t forget to keep coo1. After all, boys will be boys.
1.Which of the following best explains“pushing parents’ buttons”underlined in Paragraph 2?
A.Talking with parents. B.Playing with parents’buttons.
C.Exposing parents’faults. D.Making parents annoyed.
2.What do we know about Inuit’s “storytelling”?
A.It aims at playing a trick on kids. B.It raises kids’awareness of morality.
C.It comes after a child misbehaves. D.It analyzes Shakespeare’s dramas.
3.What’s the author’s attitude to children’s misbehavior?
A.Cautious. B.Tolerant.
C.Uncaring. D.Skeptical.
4.What’s the main idea of the text?
A.Inuit’s approach to parenting.
B.Values of reading literary works.
C.Causes of children’s misbehavior.
D.Parents’responses to“storytelling”.
We can take online joyful learning experiences to a new level by combining the best practices in education with inspiring hands-on lessons that parents and children can enjoy together.
◆◇Starting a Writer’s Notebook June 13th—June 17th
This workshop is to inspire children to see themselves as true authors. The writing activities in this workshop are meant to help young authors develop their sense of voice and enthusiasm for writing. Participants will learn a variety of strategies and techniques for generating ideas and producing meaningful writing.
PRICE: $27.00($22.00 cash payment) AGE: 6—10
◆◇Backyard Science June 20th—June 24th
By sharing what we discover in our own backyards, our children will be able to experience firsthand how wildlife, climate, and geographic landscapes differ across the globe. Through this workshop we have the ability to create eye-opening explorations for our children.
PRICE: $27.00 AGE:4—10
◆◇Be a Peacemaker June 27th—July 1st
By practicing mindfulness we discover how to find that peaceful place within ourselves, even during the most difficult times. This online class offers families a way to explore beneficial techniques together in an effort to develop a shared language and common understanding of what it means to be fully present in our lives.
PRICE: $27.00 AGE: 4—10
◆◇Poetry Makers June 11th—July 15th
When sharing poems with our children, we not only teach them how to appreciate the beauty of language but also that our words have the ability to affect others in deep and meaningful ways. In this four-week online workshop, we will strengthen our children’s understanding of themselves, each other, and the world around them through the power of writing poetry.
PRICE: $27.00 AGE:6—10
1.What can we learn about Starting a Writer’s Notebook?
A. It offers a discount.
B. It lasts four weeks.
C. It is suitable for all ages.
D. It encourages children to write poetry.
2.What can we learn about Backyard Science?
A. It encourages the kids to get close to nature.
B. It offers the kids various outdoor explorations.
C. It fills the kids with confidence in their future.
D. It enriches the kids’ life experience and knowledge.
3.Which workshop can help kids make a good balance in their daily life?
A. Starting a Writer’s Notebook.
B. Backyard Science.
C. Be a Peacemaker.
D. Poetry Makers.
4.What can kids learn at Poetry Makers?
A. Take more interest in their studies.
B. Have a strong desire to be successful.
C. Show much enthusiasm for literature.
D. Be aware of the power of words.
假定你是李华，你向在你校学习的美国交换生Adam借了一本英文小说，但不慎丢失，一时又买不到。请给他写一封电子邮件，说明情况。要点包括：
1. 表示歉意；
2. 说明物品丢失的经过；
3. 提出可能的解决方案。
注意：1. 词数100左右；
2. 可适当增加细节，以使行文连贯；
3.开头和结尾已经给出，不计入总词数。
Dear Adam,
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共有10处语言错误，每句中最多有两处错误。错误涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号（∧)，并在其下面写出该加的词。
删除：把多余的词用斜线(＼)划掉。
修改：在错的词下划一横线，并在该词下面写出修改后的词。
注意：1．每处错误及其修改均仅限一词；
2．只允许修改l0处，多者（从第11处起）不计分。
I start school when I was five. The classes were small and the teachers were friendly. At eleven I went to other school. Things didn’t go so well as before. I hated to study subject such as biology and physics and I got terribly marks in tests. My parents tried to teach me which I didn’t understand, but it didn’t help. I got very worrying about my exams. Even though I spent a lot of time review my lessons, I failed all the exams and had to take them again a few months late. That was the worst year of my school life. And I never gave up. Now I am proud my career as a successful engineer.
