Which color do you like_______, Bill, red ______ yellow?
A.most, or B.better, or C.best, or D.more, and
—Did you see the film last night?
—Yes, I thought __________ for me to see such a film.
A.it’s interesting B.that’s interesting C.it interesting D.that interesting
—I have to say that this is _______ best film I have seen.
—I agree. I have never seen __________ better one.
A.a, the B.a, a C.the, a D.the, the
A new Chinese coronavirus (冠状病毒), a cousin of the SARS virus, has infected more than 40,000people since the outbreak (爆发) began in Huanan Seafood Market, Wuhan, China, in December. At first, we knew little about this virus. With more researches going on, we get to learn more about it.
Coronaviruses are a large group of viruses that are common among animals. In rare cases, they are what scientists call zoonotic (人畜共患病), meaning they can be transmitted from animals to humans, according to the US Centers for Disease Control and Prevention. It is believed that the novel coronavirus spreads from human contact with animals. Bats are widely believed to be carriers of the latest strain of the disease.
Chinese researchers said on Friday that the endangered pangolin (穿山甲) may be the intermediate host between bats and humans.
The viruses can make people sick, usually with a mild(轻度) to moderate(中度) upper respiratory tract illness(上呼吸道疾病), similar to a common cold, including a runny nose, cough, sore throat, possibly a headache and maybe a fever, which can last for a couple of days. For those with a weakened immune system, the elderly and the very young, there's a chance the virus could cause deadly diseases.
What's horrible about this virus is that once a human is infected, he/she becomes a carrier of the virus and spreads it to more people by coughing, sneezing or even handshaking. The virus can also be transmitted (传播) by touching something an infected person has touched and then touching your mouth, nose or eyes. Doctors and nurses may also catch the disease when taking care of the patients, so they are required to wear strict protective clothes.
Unfortunately, there are no disease-specific treatments for the disease at this stage, which makes the outbreak a challenging one to control. Besides, since we live in an interconnected world, where the situation in one country can affect the whole world, the influences of the novel coronavirus are huge-damaging trade relations, affecting foreign visitors and weakening the entire country.
To fight against the disease, as individuals, we should strictly follow the requirements of the government to stay at home and help to prevent the spread of the disease. In terms of the government, a strong health care system can surely help decrease the risk of health attack and lessen the impact of the disease.
1.How many people have been affected since the outbreak of the new Chinese coronavirus?
2.Where does the novel coronavirus come from according to the researchers?
3.What symptoms (症状) may people have when they are affected?
4.Why are doctors and nurses required to wear strict protective clothes?
5.What is the main idea of the last paragraph?
Teens want structure in their lives, which means they want their lives well-planned. To begin building structure, teens need love and trust. They need to know their parents arc there to give them needed love and support (支持).Teens want to be sure that nothing can prevent parents from shouldering their responsibility for them — not their growing maturity (成熟),misbehavior, nor anger at something they have done. Teens want parents to keep control while allowing them to make some decisions.
There are some ways you can help your teens create reasonable structure and remain close. One way is to spend time together. Parents often mistake their teens’ increased interest in friends for a disinterest in the family.
Teens would like to spend more time doing things with their parents, but watching TV is not counted as spending time together. As your teens mature, it is important for you and your teens spend time alone together, one to one. Your teens need time to talk to you alone without any other family member present.
Talk with your teens about their interests and concerns. Make sure you really show interest in what is happening. When talking with your teens, give full attention and do not stop them.
The way to help your teens become adults is to let your teens into your world. Sharing your emotions and concerns with your teens is important. Avoid causing needless worry.
Trust your teens. Don't expect the worst. Hope for the best. Telling your teens you don’t like their friends will cause the teens not to bring their friends home. If something should go wrong, believe that your teens didn’t do it on purpose.
It is very important that you treat your teens with respect. Teens need the same respect adults show for total strangers. Don’t talk down to your teens.
You need to be supportive o f your teens. What may be a small problem to you may be troubling to your teens. Teens don't have the experiences that adults have had. Let the teens know that you understand how much it hurts when something happens that is upsetting or hurtful to them. As they mature, they can look back at some problems they had and laugh at having been upset by something that now seems unimportant.
The most important things to remember are: talk with your teens, listen to their worries and offer suggestions when needed. This will help your teens to live a well-organized life.
1.According to Paragraph 1, teens ___________.
A.can control themselves.
B.expect direction and freedom.
C.don’t know how to make decision
D.don’t have responsibility for the family
2.The underline part “counted as” in Paragraph 3 probably means “__________”.
A.compared with B.used as
C.connected with D.regarded as
3.To help teens organize their lives , parents should __________.
A.invite their teens’ friends home.
B.leave their teens’ problems alone.
C.share their feelings with their teens.
D.pay little attention to their teens’ daily lives.
4.What is the best title of the passage ?
A.Training Teens to Become Responsible Adults.
B.Helping Teens to Build Reasonable Structure.
C.Improving the Relationship with Your Teens.
D.Stepping into Your Teens’ Secret Word.
Learning Colour Words
In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”.
Cognitive (认知) scientists at Stanford University in California supposed that children's inability at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e. g. “blue cup”), in contrast to post-nominal position (e. g. “The cup is blue. ”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words.
To explore this idea further, the research team recruited (招募) 40 English children aged between 23 and 29 months and carried out a three-period experiment. It included a pre-test, followed by training in the use of colour words, and finally a post-test that was the same to the pre-test. The pre- and post- test materials contained six objects that were unfamiliar to the children. There were three examples of each object in each of three colours-red, yellow and blue. The objects were presented on trays (托盘), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal ( “Which is the red one?”) or a post-nominal ( “Which one is red?”).
In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses,and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent (一致的) across the pre-and post-tests were used to measure children's colour knowledge.
According to the assessment, children's performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre-and post-test scores across each condition showed a significant decline in performance when children were both pre-and post-tested with questions that placed the colour words pre-nominally.
1.What is the purpose of Paragraph 2?
A.To present a phenomenon. B.To make a contrast.
C.To give a possible explanation. D.To provide an example.
2.What can we learn about the experiment from the passage?
A.The children had to place the pre-and post-test objects onto coloured trays.
B.The children were presented with the same objects in the pre-and post-tests.
C.Pre-nominal questions were less used than post-nominal questions in the training.
D.The researchers aimed to look for consistencies in children's knowledge of word order.
3.The outcome of the experiment shows that ______.
A.children are unable to accurately sort objects by colour.
B.children trained on pre-nominal adjectives perform well.
C.children learn colour words rapidly in post-nominal position.
D.children can make predictions from the objects to the colour words.
