It's “BABY DAY” at the Chartwell River Parkseniors' residence(住所)in Ottawa. Eulah Johnson, 90,never_______the twice-monthly event.
Today, Johnson sits on a sofa and smiles at a baby sitting on the seat of her walker. After a few moments, the girl_______to play with the dozen or so other small children_______together with 20 of Johnson's fellow residents. As the_______eat snack sand drink tea or coffee, their young guests crawl(爬行) around, draw in coloring books, bat balloons back and forth or sleep in the arms of_______residents.
Babies Who Volunteer, bringing these_______together, is the inspired idea of Jessica Turner. During a(n)_______with her baby daughter Amelia to a friend's mother, who was living in a long-term-care center,people gathered around Amelia,_______to play with her. She was most_______by the response of her friend's mother: She hadn't spoken for two years, but with Amelia in her lap, she__________singing.
Turner went home and immediately put out a__________on a moms' Facebook group: Would anyone be interested in__________seniors' residences with their babies? One hundred women__________said yes. A year later, there are now 1 ,500 volunteers.
Everyone benefits from intergenerational programmes. This playgroup is__________for the mothers,too. They're giving something to the community, which provides a__________of purpose and belonging. It can really__________someone who is feeling alone.
Local__________is growing: The Children's Hospital of Eastern Ontario Foundation__________,has donated $25,000. With the help of charitable donations, Turner hopes to__________programming from baby visits to having school kids communicating with__________pen friends, and seniors teaching kids how to bake.
1.A.affords B.selects C.creates D.misses
2.A.turns up B.skips off C.makes up D.shows off
3.A.mixed B.replaced C.covered D.compared
4.A.guests B.waiters C.seniors D.kids
5.A.delighted B.brave C.confused D.strict
6.A.prediction B.generations C.evidence D.organizations
7.A.interview B.argument C.visit D.move
8.A.pretending B.wanting C.regretting D.falling
9.A.surprised B.embarrassed C.scared D.disappointed
10.A.minded B.forgot C.considered D.began
11.A.signal B.story C.call D.policy
12.A.setting up B.dropping by C.cleaning up D.taking over
13.A.quickly B.frequently C.properly D.safely
14.A.free B.ready C.true D.good
15.A.list B.system C.sense D.copy
16.A.help B.reward C.find D.war
17.A.demand B.pressure C.economy D.interest
18.A.at times B.for example C.after all D.by chance
19.A.observe B.mention C.attend D.expand
20.A.awkward B.hungry C.elderly D.innocent
People who are at your age, like your classmates, are called peers (同龄人). When they try to influence how you act or to get you to do something, it's called peer pressure.1.
Some kids give in to peer pressure because they want to be liked, to fit in or because they worry that other kids might make fun of them if they don't go along with the group.2.The idea that everyone's doing it can influence some kids to leave their better judgment or their common sense behind.
3.But you can do it. Paying attention to your own feelings and beliefs about what is right and wrong can help you know the right thing to do.
It can really help to have at least one other peer or friend who is willing to say ''no'' too.4.It's great to have friends with values similar to yours. If you choose friends who don't use drugs, smoke cigarettes or lie to their parents, then you probably won't do these things either, even if other kids do.
Even if you're faced with peer pressure while you're alone, there are still things you can do. You can simply stay away from peers who pressure you to do things you know is wrong.5.Better yet, find other friends and classmates.
A.Just believe in yourself.
B.You can tell them ''no'' and walk away.
C.Peer pressure is not always a bad thing.
D.This makes it much easier to overcome peer pressure.
E.It's something everyone has to deal with - even adults.
F.It is hard to be the only one who says ''no'' to peer pressure.
G.Others go along because they are curious to try something new.
What do the random, scribbled (潦草的)drawings crowding the margins (页边空白处) of most high school students' papers mean? When a student is caught doodling (乱画) in class, he will probably be criticized for daydreaming. But doodling while listening can help with remembering details, rather than implying that the mind is wandering, according to a study published in the scientific journal Applied Cognitive Psychology.
In an experiment conducted by the Medical Research Council’s Cognition and Brain Sciences Unit in Cambridge, 40 subjects were asked to listen to a two-minute tape giving several names of people and places. Half of the participants were asked to shade in shapes on a piece of paper at the same time, without paying attention to neatness, while the rest were given no such instructions. After the tape had finished, all participants in the study were asked to recall the names of people and places. The doodlers recalled on average 7.5 names of people and places, compared to only 5.8 by the non-doodlers.
“If someone is doing a boring task, like listening to a dull telephone conversation, they may start to daydream.” said study researcher, Professor Jackie Andrade, of the School of Psychology, University of Plymouth. “Daydreaming distracts them from the task, resulting in poorer performance. A simple task, like doodling, may be sufficient (足够的) to stop daydreaming without affecting performance on the main task.”
“In psychology, tests of memory or attention will often use a second task to selectively block a particular mental process. If that process is important for the main task, then performance will be impaired. But my research suggests that in everyday life doodling may be something we do because it helps to keep us on track with a boring task, rather than being an unnecessary distraction (分心) that we should try to resist doing.” said Andrade.
Dan Ware, a social study teacher, used to consider doodling a distraction from learning, but after teaching kids with all personality types he learned scribbling away during lectures helps certain students remember more information. “In my first few years of teaching, I thought, ‘Well, this kid isn’t paying attention. He’s daydreaming.’ But I had some really powerful experiences with students and came to understand in many cases that was their way of focusing, and those students were probably paying more attention than other students.” Ware said.
1.What do we know about the participants involved in the experiment?
A.Some were asked to note down the information neatly.
B.Some were asked to memorize the names they would hear.
C.Some were instructed to listen to the tape with full attention.
D.Some were instructed to make random drawings on paper.
2.What does the underlined word “impaired” in paragraph 4 refer to?
A.Improved. B.Weakened.
C.Stopped. D.Repaired.
3.Which of the following will both Jackie Andrade and Dan Ware agree with?
A.Doodling helps some people focus. B.Doodling makes a dull task interesting.
C.Students who doodle perform poorly. D.Students who doodle lack concentration.
4.What is the best title of the text?
A.Daydreaming Can Sharpen Study Skills B.Doodling Can Help Memory Recall
C.A Wandering Mind Improves Productivity D.Distractions Harm Academic Performance
On my fourth day in a self-driving car, I finally felt comfortable enough to let it stop itself. Before then, Id allowed the car- a Volvo S90 sedan to control the direction, with my hands still on the wheel, and to adjust speed in traffic. By Day 4, I was ready to make a jump into the future.
With the car traveling on a busy road, I activated the driverless mode. Soon, a traffic light turned red. For a split second, I prepared to get on the brakes. There was no need. The cameras and computers in the Volvo recognized the traffic conditions and smoothly began applying the brake.
If you're anything like most people, you're familiar with this anxiety. Almost 80 percent of Americans fear traveling in a self-driving car, a recent survey found.
Researchers at the University of Chicago have conducted some clever experiments studying the phenomenon. They asked participants to complete tasks and compared their performance with a computer system's. After the computer made a mistake, people were unwilling to use it again. After the people made mistakes, their self-confidence wouldn't change. It didn't matter that the human beings made more mistakes than the computer. So it is with driving. More than 37,000 Americans died in crashes last year, most from human error. The death count from cars goes beyond that from guns. So if you are shocked and angry by guns and want things to change, you should feel the same about car crashes.
Technology creates an opportunity to save lives. Computers don't get drunk or distracted by text messages, and they don't have blind spots. Just look at commercial airlines: Automation has helped all but get rid of deadly crashes among American air carriers. The last one happened in 2009.
The technology for self-driving cars still isn't good enough. But it is improving rapidly. Within a few years, many cars will have advanced crash-avoidance systems and driving will be revolutionized sooner than many people now understand.
1.How does the author introduce the topic?
A.By offering a piece of news. B.By describing an experience.
C.By giving background information. D.By introducing a latest car.
2.What can we know from the fourth paragraph?
A.The participants lost self-confidence after making mistakes.
B.The participants would ignore the mistakes made by the computer.
C.Car crashes is no less shocking than gun incidents.
D.The death count from cars is the same as that from guns.
3.The author mentioned commercial airlines___________.
A.to advertise for the commercial airlines. B.to assess the security of driverless cars.
C.to find fault with computers. D.to prove the advantage of technology.
4.What's the author's attitude towards self-driving cars?
A.Favorable. B.Indifferent.
C.Skeptical. D.Concerned.
Tyler and I stopped by our corner store. A few police cars caught Tyler's attention. ''Mom, can I use my allowance money and buy the policemen some doughnuts to say 'thank you'? '' he asked.
''Certainly! '' I said, feeling proud that I was achieving my aim to raise my children to be grateful, tender-hearted and caring.
After we left the store, Tyler asked a question that would change our lives and the lives of countless others forever.
''Why were the police so happy about the doughnuts? ''
I explained some people are not always friendly to police officers. Tyler was very sad to hear this, and instead of shrugging it off, he said that he was going to thank every cop in America and buy them each a doughnut!
I was shocked, but it never occurred to me to say ''no''. In fact, I thought it was an excellent but unachievable idea. I suggested many other options, but nothing was enough for him on the new found mission (使命)
I didn't know how to put this passion into action, but I knew one thing: Tyler had found his purpose, and it was my duty to help him. I e-mailed our local police office and asked if Tyler could host a thank-you event for them. They were delighted. At the event, they called Tyler ''The Donut Boy'', a name that has become known throughout the nation.
Then we kept planning thank- you events and many caring people joined. We were invited to TV stations, and flew to Washington, D.C. for National Police Week. It has been three years since a simple act of kindness sparked a wonderful idea in an eight-year-old boy.
In forty-eight states, more than 90,000 doughnuts have been delivered so far, with no end in sight. We've made memories that will last a lifetime, but most importantly, we have served those who serve us daily and made our mark on this world.
1.What quality of Tyler made the author feel proud?
A.Independence. B.Honesty.
C.Kindness. D.Cautiousness.
2.How did the author react to Tyler's wish to thank all the police at first?
A.She praised him for his ambition. B.She told him it was impossible.
C.She expressed her doubt about it. D.She tried to change his idea.
3.Which of the following is true according to the text?
A.Tyler got the idea of buying the policemen doughnuts from the author.
B.The policemen were confused about Tyler's behavior.
C.Tyler has achieved his mission.
D.More people joined Tyler in doing Thank-you events.
4.What is the author trying to tell us?
A.A grateful heart can make a difference. B.Curiosity is the key to children growth.
C.It's never too old to learn. D.It's better to be famous at an early age.
Lecture-related events which are free and open to the public will be held in the National Gallery of Art. Seating is available on a first-come, first-seated basis. Registration is not required. Don't miss an event!
Lecture One: The Moon in the Age of Photography
August 20 at 2:00, 2020
West Building Lecture Hall
Mia Fineman, department of photographs, Metropolitan Museum of Art
2019 marks 50 years since Apollo 11 landed on the moon on July 20, 1969, capturing the attention of viewers worldwide who eagerly awaited the first photographs taken onsite. Mia Fineman explores the fascinating history of the moon imaging.
Lecture Two: Conversation with Oliver Lee Jackson
September 15 at 2:00, 2020
East Building Auditorium
Oliver, artist, has created a complex body of work which masterfully weaves together visual influences ranging from the Renaissance to modernism. His works are drawn from his study of African cultures and American jazz.
Lecture Three: Photography and Nation Building in the Nineteenth Century
October 6 at 2:00, 2020
East Building Auditorium
Makeda Best, master of Photography, Harvard Art Museums. In this lecture, Makeda Best will explore the function of slavery and enslaved people in visual narratives about the Civil War.
Lecture Four: Sydney J. Freedberg Lecture on Italian Art
December 8 at 2:00, 2020
West Building Lecture Hall
The Sydney J. Freedberg Lecture on Italian Art features several scholars presenting original research on modern Italian art. This annual lecture series began in 1997 and is named after the great specialist of Italian art Sydney J. Freedberg (1914- 1997).
1.When and where will Lecture Two be delivered?
A.August 20, 2020; West Building Lecture Hall.
B.September 15, 2020; East Building Auditorium.
C.August 20, 2020; East Building Auditorium.
D.September 15, 2020; West Building Lecture Hall.
2.In which lecture may you learn about the function of slavery?
A.Lecture One. B.Lecture Two.
C.Lecture Three. D.Lecture Four.
3.What do the four lectures have in common?
A.They are all delivered annually. B.Registration is not required for all of them.
C.Each of them involves several scholars. D.Admission fee is needed for each of them.
