The Touch-Screen Generation A. On a chilly day last spring, a few dozen developers of children’s apps (应用程序) for phones and tablets (平板电脑) gathered at an old beach resort in Monterey, California, to show off their games. The gathering was organized by Warren Buckleitner, a longtime reviewer of interactive children’s media. Buckleitner spent the breaks testing whether his own remote-control helicopter could reach the hall’s second story, while various children who had come with their parents looked up in awe (敬畏) and delight. But mostly they looked down, at the iPads and other tablets displayed around the hall like so many open boxes of candy. I walked around and talked with developers, and several quoted a famous saying of Maria Montessori’s, "The hands are the instruments of man’s intelligence." B. What, really, would Maria Montessori have made of this scene The 30 or so children here were not down at the shore poking (戳) their fingers in the sand or running them along stones or picking seashells. Instead they were all inside, alone or in groups of two or three, their faces a few inches from a screen, their hands doing things Montessori surely did not imagine. C. In 2011, the American Academy of Pediatrics updated its policy on very young children and media. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for "direct interactions with parents and other significant care givers". The updated report began by acknowledging that things had changed significantly since then. In 2006, 90% of parents said that their children younger than 2 consumed some form of electronic media. Nevertheless, the group took largely the same approach it did in 1999, uniformly discouraging passive media use, on any type of screen, for these kids. (For older children, the academy noted, "high-quality programs" could have "educational benefits".) The 2011 report mentioned "smart cell phone" and "new screen" technologies, but did not address interactive apps. Nor did it bring up the possibility that has likely occurred to those 90% of American parents that some good might come from those little swiping (在电子产品上刷) fingers. D. I had come to the developers’ conference partly because I hoped that this particular set of parents, enthusiastic as they were about interactive media, might help me out of this problem, that they might offer some guiding principle for American parents who are clearly never going to meet the academy’s ideals, and at some level do not want to. Perhaps this group would be able to express clearly some benefits of the new technology that the more cautious doctors weren’t ready to address. E. I fell into conversation with a woman who had helped develop Montessori Letter Sounds, an app that teaches preschoolers the Montessori methods of spelling. She was a former Montessori teacher and a mother of four. I myself have three children who are all fans of the touch screen. What games did her kids like to play, I asked, hoping for suggestions I could take home. "They don’t play all that much." Really Why not "Because I don’t allow it. We have a rule of no screen time during the week, unless it’s clearly educational." No screen time None at all That seems at the outer edge of restrictive, even by the standards of over-controlling parents. "On the weekends, they can play. I give them a limit of half an hour and then stop. Enough." F. Her answer so surprised me that I decided to ask some of the other developers who were also parents what their domestic ground rules for screen time were. One said only on airplanes and long car rides. Another said Wednesdays and weekends, for half an hour. The most permissive said half an hour a day, which was about my rule at home. At one point I sat with one of the biggest developers of e-book apps for kids, and his family. The small kid was starting to fuss in her high chair, so the morn stuck an iPad in front of her and played a short movie so everyone else could enjoy their lunch. When she saw me watching, she gave me the universal tense look of mothers who feel they are being judged. "At home," she assured me, "I only let her watch movies in Spanish." G. By their reactions, these parents made me understand the problem of our age: as technology becomes almost everywhere in our lives, American parents are becoming more, not less, distrustful of what it might be doing to their children. Technological ability has not, for parents, translated into comfort and ease. On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate (航行) all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets as precision surgical (外科的) instruments, devices that might perform miracles for their child’s IQ and help him win some great robotics competition―but only if they are used just so. Otherwise, their child could end up one of those sad, pale creatures who can’t make eye contact and has a girlfriend who lives only in the virtual world. H. Norman Rockwell, a 20-century artist, never painted Boy Swiping Finger on Screen, and our own vision of a perfect childhood has never been adjusted to accommodate that now-common scene. Add to that our modem fear that every parenting decision may have lasting consequences―that every minute of enrichment lost or mindless entertainment indulged (放纵的) will add up to some permanent handicap (障碍) in the future―and you have deep guilt and confusion. To date, no body of research has proved that the iPad will make your preschooler smarter or teach her to speak Chinese, or alternatively that it will rest her nervous system―the device has been out for only three years, not much more than the time it takes some academics to find funding and gather research subjects. So what is a parent to doAmerican parents are becoming more doubtful about the benefits technology is said to bring to their children.

9/41单选题(2分) ____speaking,the teaching of Chinese has been neglected to some extent.A. HonestB. HonestlyC. HonestyD. More honest

The best paying jobs in the United States often require successful completion of a study program at a college or university. But a new study suggests there are also millions of good jobs for people with only a high school education. Its findings were based on US government information. Financial company J. P. Morgan Chase provided money for the research.The study identified three general paths leading to a good job: a high school education, middle skills, and bachelor’s degree from a college or university. The high school path is meant for workers with a high school education. The middle-skills group included workers with more than a high school diploma, but less than a bachelor’s degree. Included in this group were people who earned an associate degree or attended classes or training in college, but did not have such a degree.The study noted that after World War II, US workers with a high school diploma or less were able to get well-paid, middle-class jobs. It said that is because there were a large number of jobs in manufacturing and other industries requiring physical labor. Most of these jobs were filled by workers with only a high school education. But over the years, manufacturing kept moving toward greater use of machines. In addition, the US and world economies went through major changes. These developments created a need for a more educated and skilled workforce.The study said that in the manufacturing-based economy of the past, about two-thirds of entry-level jobs required a high school diploma or less. Today, two-thirds of jobs require at least some education or training in addition to high school.The researchers estimated that in 1991, 15 million good jobs existed for those with a high school diploma. About 12 million good middle-skills jobs were available, while 18 million existed for people with a bachelor’s degree. By 2016, the study found the high school path led to only 13 million good jobs. Those 13 million jobs were responsible for only about 20 percent of all good jobs. The middle-skills group grew to 16 million, while the path for bachelor’s degree holders doubled to 36 million good jobs.1. What do we learn from the new findings of the research funded by J. P. Morgan Chase?A) The best paying jobs require successful completion of a bachelor degree.B) Millions of good jobs for people need only a high school education. C) Good Jobs need more than a high school diploma, but less than a bachelor’s degree.D) The higher the degree you get, the better the jobs you can have.2. According to the study, how can American people find a good job?A) They must have a bachelor’s degree.B) They need to be with a high school education or more. C) They must be equipped with excellent skills.D) They need to be highly educated and highly skilled workforce.3. Why were workers with a high school diploma able to get good jobs after WWII?A) Because they were skilled workers.B) Because a large number manufacturing industries required physical labor. C) Because there was much demand for medical care service.D) Because all the jobs didn’t require high education.4. The development of manufacturing-based economy shows ________.A) a tendency toward less use of machinesB) a need for more education or training after high school C) about two-thirds of entry-level jobs required a high school diploma or lessD) a large number of jobs in manufacturing industries requires physical labor5. What can be inferred from the passage?A) World economies went through major changes.B) Good jobs are filled by skilled workers.C) Good jobs required little education or training.D) Good jobs are more and more related to more education and training.

Many older people around the world have at least one common concern： How to get younger people， hooked on their electronic devices， interested in classic art. Take the Monkey King， or Sun Wukong， as an example. The main character in the 16th-century classic novel， Journey to the West， is a romantic figure of bravery and adventure that charmed millions of readers before the appearance of online attractions. Havoc in Heaven， a new Peking Opera film，attracted the wider public to the glamor of the traditional Chinese performance art，featuring one of the best-known chapters from Journey to the West. This film，expected to create a new channel to promote Peking Opera， includes nearly all the key ingredients of Peking Opera. It covers all the basic techniques， more than 10 classic tunes， and makeup for dozens of facial representations of different figures' characteristics. It's actually a big challenge to combine Peking Opera and film， each of which has its own rhythm， according to Cheng Lu， director of the film， who is adopting a fresh approach to present the traditional art form. One challenge that Cheng and his production team faced is how to balance the new approach with maintaining the fundamentals of the art. The basic principles and performance skills in Peking Opera cannot be changed. For example， performances in Peking Opera often emphasize symbolism over the accurate representation of motion. There are never real horses on stage， and the film reflects that. And when Sun Wukong eats peaches， he merely copies the action of eating without taking a bite. Some background images on stage， such as a painted waterfall， remain， and a live band was on the set to provide sound for the film， rather than employing the pre-recorded music. "If we change traditions to cater to people's taste and preference for a regular film， it will no longer be a Peking Opera piece of art，" Cheng said. On the other hand， some creativity was needed because Cheng and his team did not just want to document a stage performance. Computer technology is also applied to achieve some visual effects and to present impossible scenes， such as explosions or the heavenly court floating in the clouds. Also， the filming process leaves no room for actors to make the slightest mistake in front of cameras， such as those that would probably go unnoticed in an opera house. Peking Opera films played a powerful role in the 1960s and 70s， but their popularity gave way to more diverse entertainment. In recent years， there has been a recovery in the popularity of Peking Opera films. However， the overuse of special effects in many film adaptations of Peking Opera plays has weakened the original charm of the stage performances. The imagination （enabled by the stage）can never be sacrificed for a film's expression.（1）What is the purpose of the first paragraph？ ____ A. To blame young people addicted to electronic devices.B. To advertise a new Peking Opera film， Havoc in Heaven.C. To express older people's concern about the young generation.D. To arouse readers' interest in traditional Chinese performance art.（2）What did Director Cheng do while producing the film？ ____ A. He made changes to basic performance skills.B. He made use of symbols and motions equally.C. He insisted on a band playing music on the scene.D. He brought onto the stage exact details of real life.（3）What innovation did Cheng's team make？ ____ A. They opposed a rigid recording of the performance.B. They enriched visual effects with modern technology.C. They allowed actors to repeat actions before the camera.D. They adopted real explosion scenes during the shooting.（4）What can we conclude from the last paragraph？ ____ A. Imagination is a unique charm of Peking Opera films.B. Technology makes up for the loss of stage imagination.C. There is some possibility for a film to replace Peking Opera.D. The original charm of Peking Opera cannot be sacrificed for films.

基础词汇1. 极小的；微小的（adj.） _____________2. （中国的）航天员（n.） _____________3. 航天器；宇宙飞船（n.） _____________4. 增援；后援（n.） _____________5. 训练；培训（n.） _____________6. 错过；思念（v.） _____________7. 机会；机遇（n.） _____________8. 控制（n./v.） _____________9. 知识；学问（n.） _____________10. （航天）飞船（n.） _____________11. 巨大的；极多的（adj.） _____________12. 成就；功绩（n.） _____________13. 重视；珍视（v.） _____________14. 价值（n.） _____________15. 某人（pron.） _____________16. 尤其；特别（adv.） _____________17. 赶上；抓住；领会（v.） _____________18. 挑战（n.） _____________19. 教育（n.） _____________20. 人品，素质；质量（n.） _____________21. 英雄（n.） _____________22. 宇航员（n.） _____________23. 淋浴（n.） _____________24. 作为（prep.） _____________25. 失败（v.） _____________

Which of the following statement is INCORRECT?A. Bone is where most blood cells are madeB. Bone serves as a storehouse for various mineralsC. Bone is dry and non-living supporting structureD. Bone protects and supports the body and its organs

Questions 9 to 12 are based on the conversation you have just heard.-|||-9.A)They pollute the soil used to cover them. B)They are harmful to nearby neighborhoods.-|||-C)The rubbish in them takes long time to dissolve. D)The gas they emit is extremely poisonous.-|||-10.A) Growing population. B)Packaging materials.-|||-C)Changed eating habits. D) Lower production cost.-|||-11.A)By saving energy. B)By using less aluminum.-|||-C)By reducing poisonous wastes. D)By making the most of materials.-|||-12.A)We are running out of natural resources soon. B)Only combined efforts can make a difference.-|||-C)The waste problem will eventually hurt all of us. D)All of us can actually benefit from recycling.

The place where digested molecules of food , water , and minerals are absorbed in ______ . A.Small intestineA.Large intestine A.Mouth A. Appendix