题目内容
（请给出正确答案）
When the youngsters heard the news, they ______.
A．couldn't believe it
B．realized their dream had come true
C．became mad with joy
D．rushed to the choir room
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更多“When the youngsters heard the news, they ______.A．couldn't believe itB．realized their drea”相关的问题
A．it helps teenagers to learn table manners well.
B．it can alert people to youngsters' lack of communication with others in real life.
C．its results have revealed current social stratification of society.
D．it shows that people are enjoying more and more freedom when they have meals.
A new study published in the Archive of Pediatrics and Adolescent Medicine【66】to that evidence while introducing an【67】new perspective. Many studies have suggested that television hamper learning by【68】youngsters' ability to interact with others, and according to Dr. Dimitri Christakis, a University of Washington pediatrician (儿科医生), that effect may be【69】when parents get drawn into TV-watching too.
Christakis reports that when babies get【70】up with what's playing on television, their parents are equally likely to get distracted, which limits their【71】with their kids. It's a three-way interaction, with TV affecting both children and their parents, and the parents' detachment【72】impairing their children.
Christakis argues that【73】what is playing on the screen, television by nature is a passive medium that hampers rich social interaction.【74】when parents and children interacted actively while watching TV together, the net effect of having it turned on, for a few minutes or hours, was a drop in talking. On【75】, the study found, when the TV is switched on, youngsters spend more time【76】silence and solitude than they do in active social interaction.
【77】his previous findings on the issue, his feeling is that television probably isn't the ideal medium for【78】real interaction between parent and child. If it were, he argues, then the net effect of having the TV on,【79】in the foreground or in the background as noise, would have been richer and would have led to more【80】exchanges and conversations.
Nothing, it seems,【81】the most basic form. of bonding—a good old-fashioned one-on-one conversation, even if you're only trading coos and gurgles(咯咯声).
(63)
A．value
B．price
C．influence
D．reason
Sleepy Students Perform. Worse
A Staying up an hour or two past bedtime makes it far harder for kids to learn, say scientists who deprived youngsters of sleep and tested whether their teachers could tell the difference. They could. If parents want their children to thrive academically, "Getting them to sleep on time is as important as getting them to school on time," said psychologist Gahan Fallone, who conducted the research at Brown Medical School.
B The study, unveiled Thursday at an American Medical Association science writers meeting, was conducted on healthy children who had no evidence of sleep--or learning-related disorders. Difficulty paying attention was among the problems the sleepy youngsters faced—raising the question of whether sleep deprivation could prove even worse for people with attention deficit hyperactivity disorder, or ADHD. Fallone now is studying that question, and suspects that sleep problems "could hit children with ADHD as a double whammy."
C Sleep experts have long warned that Americans of all ages don't get enough shuteye. Sleep is important for health, bringing a range of benefits that, as Shakespeare put it, "knits up the raveled sleave of care." Not getting enough is linked to a host of problems, from car crashes as drivers doze off to crippled memory and inhibited creativity. Exactly how much sleep correlates with school performance is hard to prove. So Brown researchers set out to test whether teachers could detect problems with attention and learning when children stayed up late—even if the teachers had no idea how much sleep their students actually got.
D They recruited seventy-four 6- to 12-year-olds from Rhode Island and southern Massachusetts for the three-week study. For one week, the youngsters went to bed and woke up at their usual times. They already were fairly good sleepers, getting nine to 9.5 hours of sleep a night. Another week, they were assigned to spend no fewer than ten hours in bed a night. The other week, they were kept up later than usual: First- and second-graders were in bed no more than eight hours and the older children no more than 6. 5 hours. In addition to parents' reports, the youngsters wore motion-detecting wrist monitors to ensure compliance.
E Teachers weren't told how much the children slept or which week they stayed up late, but rated the students on a variety of performance measures each week. The teachers reported significantly more academic problems during the week of sleep deprivation, the study, which will be published in the journal Sleep in December, concluded. Students who got eight hours of sleep or less a night were more forgetful, had the most trouble learning new lessons, and had the most problems paying attention, reported Fallone, now at the Forest Institute of Professional Psychology.
F Sleep has long been a concern of educators. Potter-Burns Elementary School sends notes to parents reminding them to make sure students get enough sleep prior to the school's yearly achievement testing. Another school considers it important enough to include in the school's monthly newsletters. Definitely there is an impact on students' performance if they come to school tired. However, the findings may change physician practice, said Dr. Regina Benjamin, a family physician in Bayou La Batre, who reviewed the data at the Thursday's AMA meeting. "I don't ask about sleep" when evaluating academically struggling students, she noted. "I'm going to start."
G So how much sleep do kids need？ Recommended amounts range from about ten to eleven hours a night for young elementary students to 8.5 hours for teens. Fallone insists that his own second-grader get ten hours a night, even when it meant dropping soccer the season that practice didn't start until 7:30—too late for her to fit in dinner and time to wind down before she needed to be snoozing. "It's tough," he acknowledged, but "parents must believe in the importa
According to the passage, young people in Britain
A．are used to showing up for work
B．value unpaid work very much
C．are always opposed to unpaid work
D．could learn something about job security through unpaid work
Nowadays when people grow old, we often send them to nursing homes. When they get sick, we transfer them to a hospital, where children are forbidden to visit terminally-iii patients-even when those patients are their parents. This deprives the dying patient of significant family members during the last few days of the life and it deprives the children of an experience of death, which is an important learning experience.
Some of my colleagues and I once interviewed and followed approximately 500 terminally-ill patients in order to find out what they could teach us and how we could be of more benefit, not just to them but to the members of their families as well. We were most impressed by the fact that even those patients who were not told of their serious illness were quite aware of its potential out come.
It is important for family members, and doctors and nurses to understand these patients communications in order to truly understand their needs, fears and fantasies(幻想). Most of our patients welcomed another human being with whom they could talk openly, honestly and frankly about their trouble. Many of them shared with us their tremendous need to be informed, to be kept up-to-date on their medical condition and to be told when the end was near. We found out that patients who had been dealt with openly and frankly were better able to cope with the approach of death and finally to reach a true stage of acceptance prior to death.
The elders of contemporary Americans ______.
A．were quite unfamiliar with birth and death
B．had often experienced the fear of death as part of life
C．usually witnessed the birth or death of a family member
D．were often absent when a family member was born or dying
Nowadays when people grow old, we often send them to nursing homes. When they get sick, we transfer them to a hospital, where children are forbidden to visit terminally-ill patients—even when those patients are their parents. This deprives the dying patient of significant family members during the last few days of the life and it deprives the children of an experience of death, which is an important learning experience.
Some of my colleagues and I once interviewed and followed approximately 500 terminally ill patients in order to find out what they could teach us and how we could be of more benefit, not just to them but to the members of their families as well. We were most impressed by the fact that even those patients who were not told of their serious illness were quite aware of its potential outcome.
It is important for family members, and doctors and nurses to understand these patients' communications in order to truly understand their needs, fears and fantasies. Most of our patients welcomed another human being with whom they could talk openly, honestly and frankly about their trouble. Many of them shared with us their tremendous need to be informed, to be kept up-to-date on their medical condition and to be told when the end was near. We found out that patients who had been dealt with openly and frankly were better able to cope with the approach of death and finally to reach a true stage of acceptance prior to death.
According to the passage the elders of contemporary Americans ______.
A．were quite unfamiliar with birth and death
B．had often experienced the fear of death as part of life
C．usually witnessed the birth or death of a family member
D．were often absent when a family member was born or dying
A new study published Monday adds to that【C6】______while introducing an interesting new perspective. Many studies have suggested that television blocks learning by【C7】______youngsters'ability to interact with others, and according to Dr. Dimitri Christakis, a University of Washington pediatrician(小儿科医生), that effect may be compounded when parents get【C8】______into TV-watching too.
Christakis reports that when babies get caught up with what's playing on television,their parents are【C9】______likely to get distracted,which【C10】______their exchanges with their kids. It's a three-way interaction,【C11】______TV affecting both children and their parents, and the parents' distraction【C12】______impairing their children. Christakis' group even calculated exactly the' degree to Which TV-viewing can【C13】______parent-child communication: for every hour a television was turned on, babies heard 770【C14】______words from an adult. Conversational exchanges between baby and parent dropped 15%,【C15】______did the overall number of vocalizations(发声)made by children.
Christakis argues that【C16】______what is playing on the screen, television【C17】______nature is a passive medium that hampers rich social interaction.【C18】______when parents and children interacted actively while watching TV together, the【C19】______effect of having it turned on was a(n)【C20】______in vocalizations.
【C1】
A．Naturally
B．Unfortunately
C．Reluctantly
D．Remarkably
Passage 1
Back in the carefree days of the Noughties boom, Britain’s youngsters were swept along by the buy-now-pay-later culture embraced by consumers up and down the country. During a decade of near？full employment, many _1_ quickly from one job—and one credit card—to another, and rainy days were such a distant memory that they _2_ seemed worth saving for. But with the supply of cheap credit _3_ up and a generation of school and university leavers about to _4_ the recession-hit job market, thousands of young people with no memory of the early 1990s recession are shocked into the _5_ that the world of 2009 is very different. Katie Orme, 19，who lives in Birmingham, says she has decided never to get a credit card after seeing the problems that her parents and 22year-old sister have had with debt—just one of the _6_ lessons that she has had to learn. Orme finished her A-levels a year ago, and has been searching for a job—and living at home with her parents—ever since. She has had to _7_ on to support herself and is now on a 12-week internship (实习期）at the Prince’s Trust to improve her _8_ . The Trust says that the number of calls from _9_ people such as Orme has shot up by 50% over six months. “It’s so hard to get a job at the moment,” she says, “it’s better to go and get more qualifications so when more jobs are _10_ you will be better suited.”
A) sign
B) skipped
C) available
D) mostly
E) anxious
F) mug
G) hardly
H) remedy
I) realization
J) dynamic
K) resume
L) tough
M) neglected
N) drying
O) flood
第1空答案是：
阅读材料，回答题。
As any rniddleelass parent knows, unpaid work experience can give youngsters a valuable introduction to a secure job. The government has recognized it too, abandoning rules in 2011 that had formerly stopped 16 to 24-year-olds from doing unpaid work while claiming unemployment benefit. But moving from that to forcing them to work without pay in order to collect these benefits has proved a big step.
More than one million young people in Britain are unemployed, the highest number since themid-1955s. Keen both to cut the welfare bill and to avoid the depressed future wages that may resuit from early unemployment, the government has introduced an ambitious program of reform. to get youngsters off welfare and into work. A key part of it is ensuring that no one gets benefit from the government for long; ministers are keen to avoid what happened after the early-1955s recession(衰退), when unemployment continued in some parts of the country for a long time after the economy began to improve.
To help young people into work, ministers had persuaded lots of employers, including bakerychains, bookshops and supermarkets, to take on unemployed youths, who receive work experience but no pay, with the prospect of a proper job for those who shine. Some 35,000 youngsters participated last year; half found paid work soon after finishing the scheme.
The idea of getting young adults used to showing up for work is popular with voters: according to a survey published in February, about 60% of people support the program. Equally attractive was the option of compelling them to work. Under the existing arrangements youngsters could choose whether or not to accept a place, but if they dropped out after the end of the first week, they stood to lose up to two weeks’ benefits.
Yet the scheme has also polarized(两极分化的) opinion a third of people are consistently opposed. Following a noisy "Right to Work" campaign that accused employers of cooperating secretly with the government in "forced labor", several firms dropped out of the program. To pre-vent this from getting worse, Clads Grayling, an employment minister, admitted that young people could leave their work experience at any time without being punished for doing so. This not only halted the flight of employers (for now, at least) but also enabled him to announce that new firrns have agreed to take part in the program.
According to the passage， young people in Britain________ 查看材料
A.are used to showing up for work
B.value unpaid work very much
C.are always opposed to unpaid work
D.could learn .something about job security through unpaid work
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