The following are introductions to some programs that BBC I London will show on TV.
| 12:25am Tuesday |
The Real Swiss Robinson Family Laura worried that her children have had their life too easy due to her husband’s career in big business, so she decides to take her teenagers to the Cook Islands to experience the simple life. They face storms and a lack of food, but Laura is happy as their local guide shows them the island’s wealth of rare fruits and foods. |
| 11:00a.m Wednesday |
A team have come across an armed man who is holding two baby apes who were captures .One of them, David, is sent to a medical emergency in the forest. Later a center director, Nielsen, finds a suitable place to set free more rescued animals. |
| 7:50p.m Thursday |
Lost Building of Britain Simon Thurley visits the ruins of Glastonbury Abbey(修道院), which ,before its destruction by Henry VIII, was famous for some of the most amazing stained glasses of its age. It also had a great deal of financial power, acting as the center of an influential business empire. Eventually, it was the king’s envy of the abbey’s wealth that changed the abbey’s fate. |
| 10:35 p.m. Thursday |
Nigella Express Nigella presents ideas for impromtu（即兴的） cooking, from new recipes and suggestions for taking advantage of the food you have to make quick , simple and impressive meals. |
Why is Laura worried?_______
| A．Life on the Cook Islands is too simple. |
| B．Her husband faces difficulties in his business |
| C．Storms are approaching her hometown |
| D．Her children may not know how to cherish life |
Jim enjoys TV programmes of people or organizations that take care of animals. He should probably watch TV at_______.
| A．10:35 p.m on Thursday. |
| B．7:50 p.m on Thursday |
| C．11:00 a.m on Wednesday |
| D．12:25 a.m on Tuesday |
We can learn from the text that_____
| A．David is a farmer |
| B．Henry VIII set up a business empire in the Abbey |
| C．Nielsen is an animal-lover |
| D．Glastonbury Abbey is famous today for its stained-glass |
Decision-making under Stress
A new review based on a research shows that acute stress affects the way the brain considers the advantages and disadvantages, causing it to focus on pleasure and ignore the possible negative (负面的) consequences of a decision.
The research suggests that stress may change the way people make choices in predictable ways.
“Stress affects how people learn,” says Professor Mara Mather. “People learn better about positive than negative outcomes under stress.”
For example, two recent studies looked at how people learned to connect images(影像) with either rewards or punishments. In one experiment, some of the participants were first stressed by having to give a speech and do difficult math problems in front of an audience; in the other, some were stressed by having to keep their hands in ice water. In both cases, the stressed participants remembered the rewarded material more accurately and the punished material less accurately than those who hadn’t gone through the stress.
This phenomenon is likely not surprising to anyone who has tried to resist eating cookies or smoking a cigarette while under stress –at those moments, only the pleasure associated with such activities comes to mind. But the findings further suggest that stress may bring about a double effect. Not only are rewarding experiences remembered better, but negative consequences are also easily recalled.
The research also found that stress appears to affect decision-making differently in men and women. While both men and women tend to focus on rewards and less on consequences under stress, their responses to risk turn out to be different.
Men who had been stressed by the cold-water task tended to take more risks in the experiment while women responded in the opposite way. In stressful situations in which risk-taking can pay off big, men may tend to do better, when caution weighs more, however, women will win.
This tendency to slow down and become more cautious when decisions are risky might also help explain why women are less likely to become addicted than men: they may more often avoid making the risky choices that eventually harden into addiction.We can learn from the passage that people under pressure tend to ______.
| A．keep rewards better in their memory |
| B．recall consequences more effortlessly |
| C．make risky decisions more frequently |
| D．learn a subject more effectively |
According to the research, stress affects people most probably in their ______.
| A．ways of making choices | B．preference for pleasure |
| C．tolerance of punishments | D．responses to suggestions |
The research has proved that in a stressful situation, ______.
| A．women find it easier to fall into certain habits |
| B．men have a greater tendency to slow down |
| C．women focus more on outcomes |
| D．men are more likely to take risks |
Peanuts to This
Proudly reading my words, I glanced around the room, only to find my classmates bearing big smiles on their faces and tears in their eyes. Confused, I glanced toward my stone-faced teacher. Having no choice, I slowly raised the report I had slaved over, hoping to hide myself. “What could be causing everyone to act this way?”
Quickly, I flashed back to the day Miss Lancelot gave me the task. This was the first real talk I received in my new school. It seemed simple: go on the Internet and find information about a man named George Washington. Since my idea of history came from an ancient teacher in my home country, I had never heard of that name before. As I searched the name of this fellow, it became evident that there were two people bearing the same name who looked completely different! One invented hundreds of uses for peanuts, while the other led some sort of army across America. I stared at the screen, wondering which one my teacher meant. I called my grandfather for a golden piece of advice; flip (掷) a coin. Heads—the commander, and tails—the peanuts guy. Ah! Tails, my report would be about the great man who invented peanut butter, George Washington Carver.
Weeks later, standing before this unfriendly mass, I was totally lost. Oh well, I lowered the paper and sat down at my desk, burning to find out what I had done wrong. As a classmate began his report, it all became clear, “My report is on George Washington, the man who started the American Revolution.” The whole world became quite! How could I know that she meant that George Washington?
Obviously, my grade was awful. Heartbroken but fearless, I decided to turn this around. I talked to Miss Lancelot, but she insisted: No re-dos; no new grade. I felt that the punishment was not justified, and I believed I deserved a second chance. Consequently, I threw myself heartily into my work for the rest of the school year. Ten months later, that chance unfolded as I found myself sitting in the headmaster’s office with my grandfather, now having an entirely different conversation. I smiled and flashed back to the embarrassing moment at the beginning of the year as the headmaster informed me of my option to skip the sixth grade. Justice is sweet!What did the author’s classmates think about his report?
| A．Controversial. | B．Ridiculous. |
| C．Boring. | D．Puzzling. |
Why was the author confused about the task?
| A．He was unfamiliar with American history. |
| B．He followed the advice and flipped a coin. |
| C．He forgot his teacher’s instruction. |
| D．He was new at the school. |
The underlined word “burning” in Para. 3 probably means _______.
| A．annoyed | B．ashamed |
| C．ready | D．eager |
In the end, the author turned things around _______.
| A．by redoing his task |
| B．through his own efforts |
| C．with the help of his grandfather |
| D．under the guidance of his headmaster |
The Basics of Math—Made Clear
Basic Math introduces students to the basic concepts of mathematics, as well as the fundamentals of more tricky areas. These 30 fantastic lectures are designed to provide students with an understanding of arithmetic and to prepare them for Algebra(代数) and beyond.
The lessons in Basic Math cover every basic aspect of arithmetic. They also look into exponents(指数), the order of operations, and square roots. In addition to learning how to perform various mathematical operations, students discover why these operations work, how a particular mathematical topic relates to other branches of mathematics, and how these operations can be used practically.
Basic Math starts from the relatively easier concepts and gradually moves on to the more troublesome ones, so as to allow for steady and sure understanding of the material by students. The lectures offer students the chance to “make sense” of mathematical knowledge that may have seemed so frightening. They also help students prepare for college mathematics and overcome their anxiety about this amazing—and completely understandable—field of study.
By the conclusion of the course, students will have improved their understanding of basic math. They will be able to clear away the mystery(神秘性) of mathematics and face their studies with more confidence than they ever imagined. In addition, they will strengthen their ability to accept new and exciting mathematical challenges.
Professor H. Siegel, honored by Kentucky Educational Television as “the best math teacher in America,” is a devoted teacher and has a gift for explaining mathematical concepts in ways that make them seem clear and obvious. From the basic concrete ideas to the more abstract problems, he is master in making math lectures learner-friendlier and less scary.
With a PhD in Mathematics Education from Georgia State University, Dr. Siegel teaches mathematics at Central Arizona College. His courses include various make-up classes and a number of lectures for future primary school teachers.
If the course fails to provide complete satisfaction to you, you can easily exchange it for any other course that we offer. Or you can get your money back.What does the course Basic Math mainly cover?
| A．Algebra. | B．College Mathematics. |
| C．Arithmetic. | D．Mathematics Education. |
What benefits can students expect from Basic Math?
| A．Stronger imaginative ability. |
| B．Additional presentation skills. |
| C．More mathematical confidence. |
| D．Greater chances of becoming teachers. |
What can we learn about Professor H. Siegel?
| A．He is a guest lecturer at Kentucky Educational Television. |
| B．He is to deliver 30 lectures in Basic Math. |
| C．He works in Georgia State University. |
| D．He specializes in training teachers. |
Where is the passage most likely to have been taken from?
| A．A news report. | B．A book review |
| C．A lesson plan. | D．An advertisement |
Several recent studies have found that being randomly assigned to a roommate of another race can lead to increased tolerance but also to a greater likelihood of conflict.
Recent reports found that lodging with a student of a different race may decrease prejudice and compel students to engage in more ethnically diverse friendships.
An Ohio State University study also found that black students living with a white roommate saw higher academic success throughout their college careers. Researchers believe this may be caused by social pressure.
In a New York Times article, Sam Boakye – the only black student on his freshman year floor -said that "if you're surrounded by whites, you have something to prove."
Researchers also observed problems resulting from pairing interracial students in residences.
According to two recent studies, randomly assigned roommates of different races are more likely to experience conflicts so strained that one roommate will move out.
An Indiana University study found that interracial roommates were three times as likely as two white roommates to no longer live together by the end of the semester.
Grace Kao, a professor at Penn said she was not surprised by the findings. "This may be the first time that some of these students have interacted, and lived, with someone of a different race," she said.
At Penn, students are not asked to indicate race when applying for housing.
"One of the great things about freshman housing is that, with some exceptions, the process throws you together randomly," said Undergraduate Assembly chairman Alec Webley. "This is the definition of integration."
"I've experienced roommate conflicts between interracial students that have both broken down stereotypes and reinforced stereotypes," said one Penn resident advisor (RA). The RA of two years added that while some conflicts "provided more multicultural acceptance and melding (融合)," there were also "jarring cultural confrontations."
The RA said that these conflicts have also occurred among roommates of the same race.
Kao said she cautions against forming any generalizations based on any one of the studies, noting that more background characteristics of the students need to be studied and explained.What can we learn from some recent studies?
| A．Conflicts between students of different races are unavoidable. |
| B．Students of different races are prejudiced against each other. |
| C．Interracial lodging does more harm than good. |
| D．Interracial lodging may have diverse outcomes. |
What does Sam Boakye's remark mean?
| A．White students tend to look down upon their black peers. |
| B．Black students can compete with their white peers academically. |
| C．Black students feel somewhat embarrassed among white peers during the freshman year. |
| D．Being surrounded by white peers motivates a black student to work harder to succeed. |
What does Alec Webley consider to be the "definition of integration"?
| A．The school randomly assigns roommates without regard to race. |
| B．Students of different races are required to share a room. |
| C．Interracial lodging is arranged by the school for freshmen. |
| D．Lodging is assigned to students of different races without exception. |
Most recently, it's very common in students who need a parent present for job interviews. Naturally, it's easy to blame the students in these situations, but the bigger problem is us. We—as parents—are so eager to shelter our kids that we fail to realize that this in itself is harming them. As the mother of two young sons, I have to remind myself constantly that the biggest responsibility I have as a parent is to help them develop the skills needed to live in, to live without me. So, I'll let them fail．
I'll let them fail because as long as they are safe and warm inside their comfort zones, they will never grow. And failure along with loss, heartbreak, disappointment, etc.—will be part of growth for them. Call me the anti-tiger mom, but leaving them alone is, my way of helping them become equipped to fit in this world as we know it today. From terrorism and seemingly endless natural disasters, to our national debt and beyond, if we expect the next generation to stand up to the very real problems of our time, we need to stop feeding them and start teaching them how to fish.
My children now are becoming little masters of compromise, but they try to negotiate everything now. It's a small price to help them learn a skill they'll use for the rest of their lives, including when I don't accompany them on job interviews. Why do parents accompany their kids on job interviews?
| A．Because they want to protect their kids from difficulties． |
| B．Because they think they can help them on the questions． |
| C．Because their kids are too shy to attend interviews． |
| D．Because their kids strongly request them to do so． |
According to the author, what is beneficial to kids' development?
| A．Sheltering them． | B．Keeping them safe． |
| C．Leaving them alone． | D．Blaming them． |
Why does the author stress failure in kids' life?
| A．To make them stronger than other kids． |
| B．To help them grow in this tough world． |
| C．To help them develop all social skills． |
| D．To make them learn to compromise． |
Which of the following might be the best title for the text?
| A．Never Shelter Your Kids |
| B．Let Your Kids Fail |
| C．Be Eager to Grow Up |
| D．Live Without Parents |
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