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 bedroom TVs.
A second study ,looking at nearly 1000 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 ride 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 ages5 and 15. These with college degrees had watch an average of less than two hours of TV per week night during childhood, compared with an average of more than 2 1/2 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 ted 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. 'IV 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 back in New York. There, '“I’m having a dinner party' means: "I'm booking a table for 12 at a restaurant you can't afford and we'll be sharing the checque evenly, no matter what you eat." Worse, 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 I 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 know I have nowhere to go.
But in London, dinner parties 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 Bloomingdale's, a well-known department store.
For New Yorkers, talking about other parts of the world means Brooklyn and Queens in New York. But at Mallery's, when I said that I had been to Myanmar recently, people knew where it was. In New York people would think it was a usual new club
1.What does the word "shot" in Paragraph 1 probably mean?
A. Choice. B. Try C. Style. D. Goal
2.What does the writer dislike most about dinner parties in New York?
A There is a strange 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 opinion of some New Yorkers from her experience？
A. Easy-going. B. Self-centred. C. Generous. D. Conservative.
It 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. The 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 place.
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 batter 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. It 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 paragraph I 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 needs money to buy medicine
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 visits 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 day will never be forgotten
阅读下面短文，从短文后各题所给的四个选项（ABCD）中，选出可以填入空白的最佳答案，并在答题卡上将该选项涂黑。
When I first entered university, my aunt, who is an English professor, gave me a new English dictionary. I was __1___to see that it was an English English dictionary, also known as a monolingual dictionary._2___it was a dictionary intended for non—native learners, none of my classmates had one __3__, to be honest, I found it extremely __4_ to use at first. I would look up words in the dictionary and _5__ not fully understand the meaning. I was used to the __6__ bilingual dictionaries, in which the words are _7__ both in English and Chinese. I really wondered why my aunt __8_ to make things so difficult for me. Now, after studying English at university for three years, I _9__ that monolingual dictionaries are __10_ in learning a foreign language
As I found out, there is __11_ often no perfect equivalence(对应)between two _12___ in two language. My aunt even goes so far as to 13___ that a Chinese “equivalent” can never give you the __14___ meaning of a word in English! ___15_ , she insisted that I read the definition(定义) of a world in a monolingual dictionary __16___ I wanted to get a better understanding of its meaning. ____17__, 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) 18number of words, around 2, 000, in its definitions. When I read these definitions, I am 19exposed to（接触）the basic words and learn how they are used to explain objects and ideas. 20this, I can express myself more easily in English.
1.A．worried B．sad C．surprised D．nervous
2.A．Because B．Although C．Unless D．If
3.A．but B．so C．or D．and
4.A．difficult B．interesting C．ambiguous D．practical
5.A．thus B．even C．still D．again
6.A．new B．familiar C．earlier D．ordinary
7.A．explained B．expressed C．described D．created
8.A．offered B．agreed C．decided D．happened
9.A．imagine B．recommend C．predict D．understand
10.A．natural B．better C．easier D．convenient
11.A．at best B．in fact C．at times D．in case
12.A．words B．names C．ideas D．characters
13.A．hope B．declare C．doubt D．tell
14.A．exact B．basic C．translated D．expected
15.A．Rather B．However C．Therefore D．Instead
16.A．when B．before C．until D．while
17.A．Largely B．Generally C．Gradually D．Probably
18.A．extra B．average C．total D．limited
19.A．repeatedly B．nearly C．immediately D．anxiously
20.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
