Too much TV-watching can harm children’s ability to learn and even reduce their chances of getting a college degree, new studies suggest in the latest effort to examine the effects of television on children.
One of the studies looked at nearly 400 northern California third-graders. Those with TVs in their bedrooms scored about eight points lower on math and language arts tests than children without bedrooms TVs.
A second study, looking at nearly 1,000 grown-ups in New Zealand, found lower education levels among 26-year-olds who had watched lots of TV during childhood. But the results don’t prove that TV is the cause and don’t rule out that already poorly motivated youngsters(年轻人)may watch lots of TV.
Their study measured the TV habits of 26-year-olds between ages 5 and 15. Those with college degrees had watched an average of less than two hours of TV per weeknight during childhood, compared with an average of more than 2½ hours for those who had no education beyond high school.
In the California study, children with TVs in their rooms but no computer at home scored the lowest, while those with no bedroom TV but who had home computers scored the highest.
While this study does not prove that bedroom TV sets caused the lower scores, it adds to accumulating findings that children shouldn’t have TVs in their bedrooms.
1. According to the California study, the low-scoring group might____________.
A. have watched a lot of TV B. not be interested in math
C. be unable to go to college D. have had computers in their bedrooms
2.What is the researchers’ understanding of the New Zealand study results?
A. Poorly motivated 26-year-olds watch more TV.
B. Habits of TV watching reduce learning interest.
C. TV watching leads to lower education levels of the 15-year-olds.
D. The connection between TV and education levels is difficult to explain.
3. What can we learn from the last two paragraphs?
A. More time should be spent on computers.
B. Children should be forbidden from watching TV.
C. TV sets shouldn’t be allowed in children’s bedrooms.
D. Further studies on high-achieving students should be done.
4. What would be the best title for this text?
A. Computers or Television
B. Effects of Television on Children
C. Studies on TV and College Education
D. Television and Children’s Learning Habits
I hated dinner parties .But I decided to give them another shot because I’m in London. And my friend Mallery invited me . And because dinner parties in London are very different from those in New York, “I’m having a dinner party ” means : “I’m booking a table for 12 at a restaurant you can’t afford ang we’ll be sharing the cheque evenly , no matter what you eat.” Wors , in Manhattan there is always someone who leaves before the bill arrives .They’ll throw down cash, half of what they owe, and then people like me, who don’t drink, end up paying even more . But if try to use the same trick , the hostess will shout; “Where are you going ?” And it’s not like I can say I have somewhere to go : everyone knows I have nowhere to go.
But in London, dinner patise are in people’s homes . Not only that, the guests are an interesting mix .The last time I went to one , the guests were from France , India ,Denmark and Nigeria; it was like a gathering at the United Nations . In New York ,the mix is less striking . It’s like a gathering at Bloomingdat="le’s" , a well-known de partment store.
For New Yorkers, talking ,talking about other parts of the world means Brooklyn and Queens in New Yorkers.But at Mallery’s ,when I side that I had been to Myanmar recently, peo ple knew where it was , In New Yorkers people would think it was a usual culb.
1.What does the word “shot” in Paragraph I pro baly mean?
A. Choice B. Try C. Style D.Goal
2. What does the writer dislike most about dinner parties in New Yorkers
A. There is a stange mix of people.
B. The restaurants are expensive.
C. The bill is not fairly shared.
D. People have to pay cash
3.What does the author think of the parties in London?
A. A bit unusual B. Full of tricks C.Less costly D. More interesting
4.What is the author’s opininon of some New Yorkers from her experience?
A.Easy-going B. Self-centred. C.Generous D.Conservative
第三部分 阅读理解（共两节，满分40分）
（共15小题：每小题2分，满分30分）
阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
Tt was a village in India. The people were poor . However, they were not unhappy. After all , their forefathers had lived in the same way for centuries.
Then one day, some visitors from the city arrived . They told the villagers there were some people elsewhere who liked to eat frog’s legs. However, they did not have enough frogs of their own, and so they wanted to buy frogs from other places.
This seemed like money for nothing . There were millions of frogs in the fields around, and they were no use to the villagers. All they had to do was catch them . Agreement was reached, and the children were sent into the fields to catch frogs. Every week a truck arrived to collect the catch and hand over the money. For the first time ,the people were able to dream of a better future. But the dream didn’t last long.
The change was hardly noticed at first ,but it seemed as if the crops were not doing so well. More worrying was that the children fell ill more often ,and ,there seemed to be more insects around lately.
The villagers decided that they couldn’t just wait to see the crops failing and the children getting weak. They would have to use the money earned to buy pesticides （杀虫剂）and medicines. Soon there was no money left .
Then the people realized what was happening.Tt was the frog .They hadn’t been useless. They had been doing an important job-eating insects. Now with so many frogs killed , the insects were increasing more rapidly. They were damaging the crops and spreading diseases.
Now, the people are still poor .But in the evenings they sit in the village square and listen to sounds of insects and frogs. These sounds of the night now have a much deeper meaning.
1. From Paragragh 1 we learn that the villagers__________.
A.worked very hard for centuries
B.dreamed of having a better life
C.were poor but somewhat content
D.lived a different life from their forefathers
2.Why did the villagers agree to sell frogs?
A.The frogs were easy money.
B.They needed money to buy visitors.
C.They wanted to please the visitors.
D.The frogs made too much noise.
3.What might be the cause of the children’s sickness?
A.The crops didn’t do well.
B.There were too many insects.
C.The visitors brought in diseases.
D.The pesticides were overused.
4.What can we infer from the last sentence of the text?
A.Happiness comes from peaceful life in the country.
B.Health is more important than money.
C.The harmony between man and nature is important.
D.Good old days will never be forgotten.
第二节完形填空（共20小题；每小题1.5分，满分30分）
阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最最佳选项，并在答题卡上将该项涂黑。
When I first entered university, my aunt, who id an English professor, gave me a new English dictionary. I was 36 to see that it was an English-English dictionary, also known as a monolingual dictionary. 37 it was a dictionary intended for non-native learners, none of my classmates had one 38 , to be honest, I found it extremely 39 to use at first. I would look up words in the dictionary and 40 not fully understand the meanings. I was used to the 41 bilingual dictionaries, in which the word are 42 both in English and Chinese. I really wondered why my aunt 43 to make things so difficult for me. Now, after studying English at university for three years, I 44 that monolingual dictionaries are 45 in learning a foreign language.
As I found out, there is, 46 , often no perfect equivalence(对应)between two 47 in two languages. My aunt even goes so far as to 48 that a Chinese “equivalent” can never give you the 49 meaning of a word in English! 50 , she insisted that I read the definition(定义)of a word in a monolingual dictionary 51 I wanted to get a better understanding of its meaning. 52 , I have come to see what she meant.
Using a monolingual dictionary for learners has helped me in another important way. This dictionary uses a(n) 53 number of words, around 2,000, in its definitions. When I read these definitions, I am 54 exposed to(接触)the basic words and learn how they are used to explain objects and ideas. 55 this, I can express myself more easily in English.
36. A. worried B. sad C. surprised D. nervous
37. A. Because B. Although C. Unless D. If
38. A. but B. so C. or D. and
39. A. difficult B. interesting C. ambiguous D. practical
40. A. thus B. even C. still D. again
41. A. new B. familiar C. earlier D. ordinary
42. A. explained B. expressed C. described D. created
43. A. offered B. agreed C. decided D. happened
44. A. imagine B. recommend C. predict D. understand
45. A. natural B. better C. easier D. convenient
46. A. at least B. in fact C. at times D. in case
47. A. words B. names C. ideas D. characters
48. A. hope B. declare C. doubt D. tell
49. A. exact B. basic C. translated D. expected
50. A. Rather B. However C. Therefore D. Instead
51. A. when B. before C. until D. while
52. A. Largely B. Generally C. Gradually D. Probably
53. A. extra B. average C. total D. limited
54. A. repeatedly B. nearly C. immediately D. anxiously
55. A. According to B. In relation to C. In addition to D. Because of
Alexander tried to get his work __________in the medical circles.
|
A．to recognize |
B．recognizing |
C．recognize |
D．recognized |
. —It’s no use having ideas only.
—Don’t worry. Peter can show you __________to turn an idea into an act.
|
A．how |
B．who |
C．what |
D．where |
