TEENSGIVING in SPRING 2010
Frequently Asked Questions
What is TEENSGIVING?
TEENSGIVING is an exciting event where hundreds of New York City teens gather together annually for a remarkable day of community service. This year, TEENSGIVING in SPRING 2010 participants will once again better New York City and impact thousands of lives!
When is TEENSGIVING in SPRING 2010?
SUNDAY, APRIL 25, 2010
Where is TEENSGIVING?
All over New York City. Everyone will meet at the 92nd Street Y (92nd and Lexington) at 9:00 am for the event kick-off. Then, all TEENSGIVING volunteers will disperse across the city to work with our partnering agencies where they will make a HUGE dif
ference (and have fun!).
Who participates in TEENSGIVING?
Hundreds of teenagers from around the city. Teens come from the 92nd Street Y, various city schools, youth groups, and organizations in the area. In addition, many adult volunteers (ages 21 and older) will donate their time to TEENSGIVING in SPRING 2010.
What projects do participants do at the agencies?
Sample projects include painting park benches, planting gardens, visiting and playing with underprivileged children, assembling craft kits for children in hospitals, assisting at animal shelters, working at soup kitchens, delivering meals and celebrating with families at homeless shelters.
Do I get anything for participating in TEENSGIVING?
Yes! Everybody benefits! Teen volunteers will receive *6 hours* of community service credit, good towards honor society, high school graduation and college application requirements. Adult volunteers will be “thanked” with a light breakfast, a gift certificate for their troubles, and the satisfaction of helping our city’s youth contribute to their community. In addition, all teen and adult volunteers will receive a cool TEENSGIVING in SPRING 2010 T-shirt. This sounds awesome!
How do I register for TEENSGIVING in SPRING 2010?
Interested teens and/or adults should e-mail the TEENSGIVING Coordinator Josh Hyman at jhyman@92Y.org (subject: TEENSGIVING) to receive more information and to register for this fantastic event!
**Teens can also contact their school’s Commu
nity Service Advisor**
TEENSGIVING is sponsored by the 92nd Street Y.
60. TEENSGIVING is an event held ____________.
A. from time to time B. every year C. every two years D. twice a year
61. An adult volunteer may get ______ for his time devoted to TEENSGIVING in SPRING 2010.
A. community service credit and a T-shirt B. a high school certificate and a light breakfast
C. a T-shirt and a gift certificate D. a gift certificate and community service credit
62. The writer’s purpose in writing the passage is to __________.
A. inform readers of some frequently asked questions
B. introduce TEENSGIVING in SPRING 2010 to readers
C. encourage readers to ask more questions about TEENSGIVING
D. call on readers to participate in TEENSGIVING in SPRING 2010
When it comes to problem solving, many of us have heard of the skills of the crow (乌鸦) in Aesop’s Fables (《伊索寓言》).
In the story, a thirsty crow comes across a bottle of water, but the water level (水平面) is out of its reach. The bird then drops small stones into it until the water level rises enough for the bird to drink.
“Oh, it’s just a fable,” you may think. After all, it’s hard to imagine birds knowing about “problem solving”.
But new research has found that crows’ brains may sometimes be better than those of 6-year-old children.
In a recent experiment, US scientist Corina Logan and her team caught six crows to test them. There were two tubes (试管) of water, one wide and the other narrow (窄的). Each crow was given four stones, enough to help them get the water in the narrow tube, but not the wide one.
Surprisingly, the crows dropped all or most of the stones into the narrower tube and got the food reward! They had found out the cause-and-effect relationship.Using such brains, crows are making their lives easier. For example, some crows in cities have learned to use road traffic for breaking nuts, National Geographic News reported.
But how are their wits (智力) compared to humans’? Logan’s team did another experiment, this time on both crows and children.
Here, the crows and children had to choose between two sets of tubes.
With the red set, when they dropped a stone into a wide tube, the water level raised in a connected narrow tube that contained food.
The blue set of tubes, however, had no connection between them. So dropping a stone in the wide tube did not cause the water level to rise in the narrow tube.
Children aged 7 to 10 were able to learn the rule. Children aged 4 to 6, however, failed.
Five of the six crows failed the test. But Kitty, a 6-month-old crow, passed it. She put all or most of the stones into the red tube.
So, could a bird be more clever than a kindergartner? Don’t be too quick to say no.Why is Aesop’s Fables mentioned in the beginning of the article?
| A．To introduce the idea that crows are smart. |
| B．To show that fables about crows are wrong. |
| C．To explain why crows can solve problems. |
| D．To prove that crows can be better than babies at problem solving. |
What have Logan’s team found out from their recent experiments?
| A．Crows prefer to get their food reward from wider tubes. |
| B．Crows are able to understand or learn cause and effect relationships. |
| C．Crows can easily recognize the tubes with a food reward inside. |
| D．Some crows even make use of road traffic to help them break nuts. |
What can we learn from the experiment on crows and children?
| A．Five of the six crows threw stones into the red tube. |
| B．Children aged 6 did better than children aged 4. |
| C．One crow passed the test while the younger children didn’t. |
| D．Some crows proved to be more clever than children aged 10. |
Sixteen years ago I learned this lesson. And I learned it in the back of a New York City taxi cab. Here’s what happened.
I got in a taxi, and we took off for Grand Central Station. We were driving in the right lane (车道) when all of a sudden, a black car jumped out of a parking space right in front of us. My taxi driver used his brakes (车闸), the tires made a loud noise, and at the very last moment our car stopped just one inch (英寸) from the back of the other car.
I couldn’t believe it. But then I couldn’t believe what happened next. The driver of the other car, the guy who almost caused a big accident, turned his head around and he started yelling bad words at us. I couldn’t believe it!
And this is when my taxi driver told me what I now call: “The Law of the Garbage Truck (垃圾车).” He said: But then here’s what really blew me away. My taxi driver just smiled and waved at the guy. So, I said: “Why did you just do that? This guy could have killed us!
“Many people are like garbage trucks. They run around full of garbage, full of frustration, full of anger, and
full of disappointment. As their garbage piles up, they look for a place to dump (倾倒) it. And if you let them, they’ll dump it on you.“So one day when someone wants to dump on you, don’t take it personally. Just smile, wave, wish them well, and move on. Believe me. You’ll be happier.”
So I started thinking, how often do I let Garbage Trucks run right over me? And how often do I take their garbage and spread it to other people at work, at home, or on the street? It was then that I said: “I don’t want their garbage and I’m not going to spread it anymore.”
I began to see Garbage Trucks. I see the load people are carrying. I see them coming to dump it. And like my taxi driver, I don’t take it personally. I just smile, wave, wish them well, and I move on.What happened to the author on his way to Grand Central Station?
| A．He was caught in a traffic jam. |
| B．He had a fight with his taxi driver. |
| C．His taxi almost ran into another car. |
| D．His taxi suddenly got a flat tire (爆胎). |
When the author saw his taxi driver smile and wave at the driver of the black car, he _____.
| A．was deeply impressed |
| B．got very angry |
| C．felt quite disappointed |
| D．complimented him on his good manners |
What can we infer from Paragraph 6？
| A．The author used to have a lot of garbage trucks． |
| B．The author used to be a good manager． |
| C．The author used to have a lot of money． |
| D．The author used to complain a lot． |
How did the author learn to deal with Garbage Trucks?
| A．Fight back immediately. |
| B．Smile and move on. |
| C．Call the police for help. |
| D．Dump it on someone else |
One day a few years ago, a very funny thing happened to a neighbor of mine. He is a teacher at one of London’s medical schools. He had finished his teaching for the summer term and was at the airport on his way to Russia to give a lecture. He had put a few clothes and his lecture notes in his shoulder bag, but he had put Rupert, the skeleton(人体骨骼) to be used in his lecture, in a large brown suitcase(箱子). At the airport desk, he suddenly thought that he had forgotten to buy a newspaper. He left his suitcase near the desk and went over to the shop.
When he got back he discovered that someone had taken his suitcase by mistake. He often wonders what they said when they got home and found Rupert.Who wrote the story?
| A．The teacher’s neighbor |
| B．The neighbor’s teacher |
| C．A medical school teacher |
| D．Rupert’s teacher |
Why did the teacher put a skeleton in his suitcase?
| A．he needed it for the summer term in London |
| B．he wanted to take it home as he had finished his teaching |
| C．he wanted to take it to Russia for medical research |
| D．he needed it for the lecture he was going to give |
What happened at the airport?
| A．the teacher forgot his suitcase |
| B．The skeleton was stolen |
| C．the skeleton went missing |
| D．the teacher took the wrong suitcase |
Which of the following might have happened afterwards?
| A．the teacher got back Rupert but not the suitcase |
| B．the teacher got back neither the suitcase nor Rupert |
| C．the teacher got back the suitcase but not Rupert |
| D．the teacher got back both the suitcase and Rupert |
Teenagers are often a difficult group. With all those hormones（荷尔蒙） flooding their bodies, they can be moody, unpredictable, and tend to make uncertain choices. But however confusing their teenage years are, kids can still be generally happy, depending on their lifestyle choices. According to a new research by British scientists, teens who don’t smoke, drink only moderately or not at all, and who don’t eat much junk food are likely to be happier than other teens.
The study looked at 40,000 British families and came up with some interesting findings. For example, kids who never drank alcohol were up to six times more likely to report higher levels of happiness than kids who drank. And teens who smoked were five times less likely to rate high on happiness charts compared to kids who don’t smoke. Same goes for diet and physical activity. The more fruits and vegetables kids eat, and the more hours they spend playing sports, the happier they are.
Now, of course this doesn’t mean that not smoking or drinking, and playing sports guarantees happiness. It could be that kids who have happy character tend to be more active and less addicted to drinking or smoking. And it could equally be the case that kids who are unhappy are more related to drinking and smoking and eating junk food.
Other studies have shown that exercise is a proven way to treat anxiety and depression. Future studies may support the idea that other healthful behaviors, including refraining(克制) from smoking, drinking, and eating too much junk, can avoid sadness and increase happiness, too.What can we learn from the text?
| A．Not smoking or drinking guarantees happiness. |
| B．Teens with flooding hormones can not be happy. |
| C．Playing sports can decrease teen’s unhappiness. |
| D．Unhappiness can certainly result in smoking and drinking. |
Which of the following might help teens quit anxiety?
| A．Smoking and drinking. |
| B．Taking exercise. |
| C．Eating junk food. |
| D．Going on a diet. |
Which can be the best title for the text?
| A．Ways to treat anxiety and depression. |
| B．Exercise and teenagers’ health. |
| C．Teenagers shouldn’t drink or smoke. |
| D．Teenagers’ lifestyle and their happiness. |
The Great Fire of London started in the very early hours of 2 September 1666. In four days it destroyed more than three-quarters of the old city, where most of the houses were wooden and close together. One hundred thousand people became homeless, but only a few lost their lives.
The fire started on Sunday morning in the house of the King's baker in Pudding Lane. The baker, with his wife and family, was able to get out through a window in the roof. A strong wind blew the fire from the bakery into a small hotel next door. Then it spread quickly into Thames Street. That was the beginning.
By eight o'clock three hundred houses were on fire. On Monday nearly a kilometer of the city was burning along the River Thames. Tuesday was the worst day. The fire destroyed many well-known buildings, old St Paul's and the Guildhall among them.
Samuel Pepys, the famous writer, wrote about the fire. People threw their things into the river. Many poor people stayed in their houses until the last moment. Birds fell out of the air because of the heat.
The fire stopped only when the King finally ordered people to destroy hundreds of buildings in the path of the fire. With nothing left to burn, the fire became weak and finally died out.
After the fire, Christopher Wren, the architect, wanted a city with wider streets and fine new houses of stone. In fact, the streets are still narrow; but he did build more than fifty churches, among them was new St Paul's.
The fire caused great pain and loss, but after it London was a better place: a city for the future and not just of the past.It seems that the writer of the text was most sorry for the fact that ______.
| A．many famous buildings were destroyed |
| B．the birds in the sky were killed by the fire |
| C．some people lost their lives |
| D．the King's bakery was burned down |
Why did the writer cite (引用)Samuel Pepys’ words?
| A．Because Pepys was among those putting out the fire. |
| B．Because Pepys also wrote about the fire. |
| C．To give the reader a clearer picture of the fire. |
| D．To show that poor people suffered most. |
How was the fire put out according to the text?
| A．Houses standing in the direction of the fire were pulled down. |
| B．All the wooden houses in the city were destroyed. |
| C．People managed to get enough water from the river. |
| D．The king and his soldiers came to help. |
Which of the following were reasons for the rapid spread (扩散)of the big fire?
(a) There was a strong wind.
(b) The streets were very narrow.
(c) Many houses were made of wood.
(d) There was not enough water in the city.
(e) People did not discover the fire earlier.
| A．(a) and (b) |
| B．(a), (b), (c), (d) and (e) |
| C．(a), (b), (c) and (d) |
| D．(a), (b) and (c) |
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