Have you ever thought about what determines the way we are when we grow up? Remember the TV program Seven Up? It started following the lives of a group of children in 1973. We first meet them as wide-eyed seven-year-olds and catch up with them at seven-year intervals: nervous 14-year-olds, serious 21-year-olds and then grown-ups.
Some of the stories are inspiring, others sad, but what is interesting in almost all the cases is the way in which the children’s early hopes and dreams are shown in their future lives. For example, at seven, Tony is a lively child who says he wants to become a sportsman or a taxi driver. When he grows up, he goes on to do both. How about Niki? She says, “I would like to find out about the moon.” And she goes on to become a space scientist. As a child, soft-spoken Bruce says he wants to help “poor children” and ends up teaching in India.
But if the lives of all the children had followed this pattern, the program would be far less interesting than it actually was. It was the children whose childhood did not prepare them for what was to come that made the program so interesting. Where did their ideas come from about what they wanted to do when they grew up? Are children influenced by what their parents do, by what they see on television or by what their teachers say? How great is the effect of a single important event? Many film directors, including Steven Spielberg, say that an early visit to the cinema was the turning point in their lives. Dr. Margaret McAllister, who has done a lot of research in this area, thinks that the major factors are parents, friends and their wider society.What does the text mainly discuss?
| A．New ways to make a TV program interesting. |
| B．The importance of TV programs to children. |
| C．Different ways to make childhood dreams come true. |
| D．The influence of childhood experience on future lives. |
What does the underlined word “influenced” mean in the last paragraph?
| A．Impressed. | B．Improved. | C．Affected. | D．Attracted. |
What are the examples in Paragraph 2 meant to show?
| A．Many people’s childhood hopes are related to their future jobs. |
| B．There are many poor children in India who need help. |
| C．Children have different dreams about their future. |
| D．A lot of people are very sad in their childhood. |
Spielberg’s story is meant to show that _______.
| A．going to a movie at an early age helps a child learn about society |
| B．a single childhood event may decide what one does as a grown-up |
| C．parents and friends can help a child grow up properly |
| D．films have more influence on a child than teachers do |
Which boy hasn’t dreamed of being a cool secret agent(特工)? The wonderful fighting and the world-saving adventures are much more colourful than most people’s everyday lives. Well, Cody Banks is just like any other boy, except that he is not just dreaming. He has a big secret his friends never know about. He was trained to be a spy(间谍) by a special CIA programme, which was made to look like a summer camp. He learned high-speed driving, hand-to-hand fighting and the use of high-tech tools.
After proving he could become a young hero by saving a baby from a runaway car, Banks gets his first real task. He must make friends with a popular girl at school, Natalie Connors. Then, he must spy on her father, a scientist who has developed a dangerous technology(技术). Banks must stop a group of bad people from forcing Natalie’s father into using the technology to endanger the world.
The CIA may have taught him first-class self-defence moves, but they didn’t show him how to talk to girls. Banks has zero ability when it comes to dealing with girls. How can he get around his problem and get an invitation to the girl’s upcoming birthday party? Will he finally become Natalie’s boyfriend and find out whatever he can do about her father’s work?
Agent Cody Banks has everything that young people are interested in: big explosions, breath-taking performances and funny girl-dating experiences. It was listed in No.2 in the American box office last week.
“This story is interesting and fun for the whole family to enjoy, and especially cool for young boys.” said Paul Perkins, a film reviewer in the US.What is Banks’s first real task?
| A．To test a high-tech tool |
| B．To watch a scientist secretly |
| C．To study a new technology |
| D．To save a baby from a car |
Banks wanted to go to Natalie’s birthday party to ______.
| A．meet her father |
| B．know more people |
| C．make friends with her |
| D．steal some information |
What is considered as a great danger in the text?
| A．The technology developed by Natalie’s father |
| B．An explosion set off by some bad people |
| C．The CIA’s training of boys for its task |
| D．Secret agents spying on scientists |
What is the purpose of the text?
A. Making known the work of the CIA.
B. Introducing a new film.
C. Showing the dark side of science.
D. Telling the story about a cool boy.
Why do Americans struggle with watching their weight, while the French, who consume rich food, continue to stay thin? Now a research by Cornell University suggests how life style and decisions about eating may affect weight. Researchers concluded that the French tend to stop eating when they feel full. However, Americans tend to stop when their plate is empty or their favorite TV show is over.
According to Dr. Joseph Mercola, a health expert, the French see eating as an important part of their life style. They enjoy food and therefore spend a fairly long time at the table, while Americans see eating as something to be squeezed between the other daily activities. Mercola believes Americans lose the ability to sense when they are actually full. So they keep eating long after the French would have stopped. In addition, he points out that Americans drive to huge supermarkets to buy canned and frozen foods for the week. The French, instead, tend to shop daily, walking to small shops and farmers’ markets where they have a choice of fresh fruits, vegetables, and eggs as well as high-quality meats for each meal.
After a visit to the United States, Mireille Guiliano, author of French Women Don’t Get Fat, decided to write about the importance of knowing when to stop rather than suggesting how to avoid food. Today she continues to stay slim and rarely goes to the gym.
In spite of all these differences, evidence shows that recent life style changes may be affecting French eating habits. Today the rate of obesity--or extreme overweight--among adults is only 6%. However, as American fast food gains acceptance and the young reject older traditions, the obesity rate among French children has reached 17%--and is growing.In what way are the French different from Americans according to Dr. Joseph Mercola?
| A．They go shopping at supermarkets more frequently. |
| B．They squeeze eating between the other daily activities. |
| C．They regard eating as a key part of their lifestyles. |
| D．They usually eat too much canned and frozen food. |
This text is mainly the relationship between _________.
| A．life style and obesity |
| B． Americans and the French |
| C．children and adults |
| D． fast food and overweight |
The text is mainly developed __________.
| A．by space | B．by contrast |
| C．by process | D．by classification |
Where does this text probably come from?
| A．A TV interview | B．A food advertisement |
| C．A health report | D．A book review |
A new study shows students who write notes by hand during lectures perform better on exams than those who use laptops(笔记本电脑).
Students are increasingly using laptops for note-taking because of speed and legibility(清晰度). But the research has found laptop users are less able to remember and apply the concepts they have been taught.
Researchers performed experiments that aimed to find out whether using a laptop increased the tendency to make notes "mindlessly" by taking down word for word what the professors said.
In the first experiment, students were given either a laptop or pen and paper. They listened to the same lectures and were told to use their usual note-taking skills. Thirty minutes after the talk, they were examined on their ability to remember facts and on how well they understood concepts.
The researchers found that laptop users took twice as many notes as those who wrote by hand. However, the typists performed worse at remembering and applying the concepts. Both groups scored similarly when it came to memorizing facts.
The researchers' report said, "While more notes are beneficial, if the notes are taken mindlessly, as is more likely the case on a laptop, the benefit disappears."
In another experiment aimed at testing long-term memory, students took notes as before but were tested a week after the lecture. This time, the students who wrote notes by hand performed significantly better on the exam.
These two experiments suggest that handwritten notes are not only better for immediate learning and understanding, but that they also lead to superior revision in the future.More and more students favor laptops for note-taking because they can .
| A．write more notes | B．digest concepts better |
| C．get higher scores | D．understand lectures better |
While taking notes, laptop users tend to be .
| A．mindless | B．skillful |
| C．thoughtful | D．tireless |
The author of the passage aims to .
| A．examine the importance of long-term memory |
| B．promote the use of laptops |
| C．explain the process of taking notes |
| D．stress the benefit of taking notes by hand |
The passage is likely to appear in .
| A．a newspaper advertisement | B．a computer textbook |
| C．a science magazine | D．a finance report |
Most damagingly, anger weakens a person’s ability to think clearly and keep control over his behaviour. The angry person loses objectivity in evaluating the emotional significance of the person or situation that arouses his anger.
Not everyone experiences anger in the same way; what angers one person may amuse another. The specific expression of anger also differs from person to person based on biological and cultural forces. In contemporary culture, physical expressions of anger are generally considered too socially harmful to be tolerated. We no longer regard duels (决斗) as an appropriate expression of anger resulting from one person’s awareness of insulting behaviour on the part of another.
Anger can be identified in the brain, where the electrical activity changes. Under most conditions EEG (脑电图) measures of electrical activity show balanced activity between the right and left prefrontal (额叶前部) areas. Behaviourally this corresponds to the general even-handed disposition (意向) that most of us possess most of the time. But when we are angry the EEG of the right and left prefrontal areas aren’t balanced and, as a result of this, we’re likely to react. And our behavioural response to anger is different from our response to other emotions, whether positive or negative.
Most positive emotions are associated with approach behaviour: we move closer to people we like. Most negative emotions, in contrast, are associated with avoidance behaviour: we move away from people and things that we dislike or that make us anxious. But anger is an exception to this pattern. The angrier we are, the more likely we are to move towards the object of our anger. This corresponds to what psychologists refer to as offensive anger: the angry person moves closer in order to influence and control the person or situation causing his anger. This approach-and-confront behaviour is accompanied by a leftward prefrontal asymmetry (不对称) of EEG activity. Interestingly, this asymmetry lessens if the angry person can experience empathy (同感) towards the individual who is bringing forth the angry response. In defensive anger, in contrast, the EEG asymmetry is directed to the right and the angry person feels helpless in the face of the anger-inspiring situation.The “duels” example in Paragraph 2 proves that the expression of anger ________.
| A．usually has a biological basis |
| B．varies among people |
| C．influences one’s thinking and evaluation |
| D．is socially and culturally shaped |
What changes can be found in an angry brain?
| A．Balanced electrical activity can be spotted. |
| B．Unbalanced patterns are found in prefrontal areas. |
| C．Electrical activity corresponds to one’s behaviour. |
| D．Electrical activity agrees with one’s disposition. |
Which of the following is typical of offensive anger?
| A．Approaching the source of anger. |
| B．Trying to control what is disliked. |
| C．Moving away from what is disliked. |
| D．Feeling helpless in the face of anger. |
What is the key message of the last paragraph?
| A．How anger differs from other emotions. |
| B．How anger relates to other emotions. |
| C．Behavioural patterns of anger. |
| D．Behavioural responses to anger. |
I was never very neat, while my roommate Kate was extremely organized. Each of her objects had its place, but mine always hid somewhere. She even labeled (贴标签) everything. I always looked for everything. Over time, Kate got neater and I got messier. She would push my dirty clothing over, and I would lay my books on her tidy desk. We both got tired of each other.
War broke out one evening. Kate came into the room. Soon, I heard her screaming, "Take your shoes away! Why under my bed!" Deafened, I saw my shoes flying at me. I jumped to my feet and started yelling. She yelled back louder.
The room was filled with anger. We could not have stayed together for a single minute but for a phone call. Kate answered it. From her end of the conversation, I could tell right away her grandma was seriously ill. When she hung up, she quickly crawled (爬) under her covers, sobbing.
Obviously, that was something she should not go through alone. All of a sudden, a warm feeling of sympathy rose up in my heart.
Slowly, I collected the pencils, took back the books, made my bed, cleaned the socks and swept the floor, even on her side. I got so into my work that I even didn't notice Kate had sat up.
She was watching, her tears dried and her expression one of disbelief. Then, she reached out her hands to grasp mine. I looked up into her eyes. She smiled at me. "Thanks."
Kate and I stayed roommates for the rest of the year. We didn't always agree, but we learned the key to living together: giving in, cleaning up and holding on.What made Kate angry one evening?
| A．She couldn't find her books. |
| B．She saw the author's shoes beneath her bed. |
| C．She got the news that her grandma was ill. |
| D．She heard the author shouting loud. |
The author tidied up the room most probably because .
| A．she wanted to show her care |
| B．she hated herself for being so messy |
| C．she was scared by Kate's anger |
| D．she was asked by Kate to do so |
How is Paragraph 1 mainly developed?
| A．By analyzing causes. |
| B．By describing a process. |
| C．By showing differences. |
| D．By following the time order. |
What might be the best title for the story?
| A．My Friend Kate | B．Hard Work Pays Off |
| C．How to Be Organized | D．Learning to Be Roommates |
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