Many young Chinese people make their effort to get a good night's sleep which could be harming their health, according to the results of a major survey published to mark World Sleep Day.The Chinese Sleep Research Society surveyed nearly 60, 000 people aged 10 to 45, and found that 91 percent of them reported "not having enough sleep" or "still being tired after sleep". Only about 5.6 percent of respondents said they felt energetic after sleep. About three quarters of respondents said they experienced difficulty falling asleep, and 13 percent said they really struggled to fall asleep. Only about 11 percent said they could sleep through the night without waking up.Many respondents said that work pressure has a main influence on their sleep quality, and could lead to bad sleep. The survey showed 60 percent of the respondents would choose to work instead of sleep.In general, people with good education background were cared to be more self-disciplined(自律的)about getting enough sleep, but only 5 percent of respondents had a routine(常规的)daily schedule.Sleep problems have little direct connection with income(收入), working conditions or social status, according to the survey. "The part of people with bad sleep is almost the same in different social layers," the report stated.Surveyors said that stress, worries, and low spirits were the main causes in bad sleep, it would get worse because of by the obsession(着魔)with electronic products that could cause blue light effects breaking sleep. Some 93 percent said they would play with smartphones before sleep, watching TV series or shopping online.Surveyors believed that the random life schedules would lead young Chinese people to have low work efficiency, low appetite, but higher cancer risk.(1)How many people in the survey can sleep through the night without waking up?A.About 60, 000.B.About 30, 000.C.About 6, 600.D.About 54, 000.(2)What mainly influences our sleep quality?A.Education and stress.B.Work pressure and income.C.Working conditions and stress.D.Work pressure and low spirits.(3)The sleeping problem will get worse because of the followings EXCEPT .A.thinking of the worries in the dayB.watching TV series for a long timeC.having a glass of milk before sleepD.playing with smartphones before sleep(4)What can learn from the passage?A.People who have much money are sure to have a good sleep.B.People from different social layers have different sleep problems.C.Use smartphones less before sleep, or you'll have more sleep problems.D.If people don't have routine daily schedule, they will sleep well without waking up.

When University of California-Berkeley released a study this month showing alarmingly high teacher turnover (人员流动) rates at Los Angeles charter schools, I wasn’t surprised. That’s not a slam at local charter schools. It’s just that the study echoed something I’d observed many times, starting with my niece. Bright and cheerful, my niece longed to teach high-needs children. She started out in the San Francisco public schools, where she was assigned to the district’s toughest elementary school. Fifth-graders threw chairs across the room—and at her. Parents refused to show up for conferences. She wasn’t willing to deal with this level of indifference and teacher abuse, so she switched to a highly regarded charter elementary school in the Bay Area where she poured her energy into her job and it showed. Her students’ test scores were as high as those in a nearby wealthy school district, despite the obstacles these children faced. Yet by her fourth year, my niece was worn out, depleted (耗尽) of the energy it took to work with a classroom of sweet but deeply needy children who pleaded to stay in her classroom when it was time to leave. The principal’s offer of a 10,000 raise couldn’t stop her from giving notice. She went to work at that wealthy school district next door—for less money. Over the years, I’ve met many impassioned (充满激情的) teachers at charter schools, only to call them the next year and find they’ve left. The authors of the Berkeley study theorize that the teachers leave because of the extraordinary demands: long hours, intense involvement in students’ complicated lives, continual searches for new ways to raise scores. Even the strongest supporters of the reform movement concede that the task of raising achievement among disadvantaged students is hard work. It’s unlikely that we can build large-scale school reform on a platform of continual new demands on teachers—more time, more energy, more devotion, more responsibility—even if schools find ways to pay them better. This is the bigger challenge facing schools. We need a more useful answer to the Berkeley study than “Yeah, it’s really hard work.” 1 Why wasn’t the author surprised at the high teacher turnover rates at Los Angeles charter schools? A She had participated in the Berkeley study. B She had noticed the phenomenon repeatedly. C She had been involved in the local school reform. D She had been informed of the problem by her niece. 2 What do we learn about the students in the public school the author’s niece taught? A They were undisciplined. B They were tough and strong. C Many of them enjoyed less parental care. D Many of them dropped out of school halfway. 3 What does the author say about her niece’s work in the charter elementary school? A It won high praise from her school and colleagues. B It was cited by the Berkeley study as an example. C It contributed to the success of the school reform. D It was well received by the disadvantaged children. 4 Why were the teacher turnover rates so high according to the Berkeley study? A The students were indifferent to learning. B Teachers’ salary was not high enough. C Teachers’ work was too demanding. D Jobs elsewhere were more meaningful. 5 What is the author’s comment on the current school reform movement? A It will give rise to more problems. B It is not likely to be successful. C It will have a positive impact on education. D It demands the local authorities’ support.

Life on a farm is always changing. New technologies and a rising interest in healthier and organic eating have had a huge impact on how farms do business. At the same time, a growing population has put more demands on farmers. They need to find ways to increase their production levels. The small family farms that used to produce most of the products have been largely replaced by factory farms. Small family farms that are still operating are struggling to keep up.Technology has made most aspects of farm life easier than it has ever been before.Farmers prefer to grow healthy and organic food.○ True○ False○ Not Given

-A recent survey shows that 35 out of 45 students in my class will save their phones first in a fire．-About ______ of the students made such a choice? Life is far more important, isn't it?（ ）A. halfB. one thirdC. two thirdsD. three quarters

完型填空 　　To be a good teacher, you need some of the gifts of a good actor, you must be able to 1 the attention and interest of your students, you must be a 2 speaker, with a good, strong, 3 voice which is fully under your control; and you must be able to 4 what you are teaching, in order to make its meaning clear. 　　 5 a good teacher, and you will see that he does not sit still 6 his class: he stands the whole time he is teaching; he walks about, using his 7 , hands and fingers to help him in his explanation, and his face to express feeling. Listen to him, and you will 8 the loudness, the quality and the musical note of his voice always changing according to what he is 9 about. The fact that a good teacher has some of the gifts of a good actor doesn’t 10 that he will indeed be able to act 11 on the stage, for there are very important 12 between the teacher’s work and the actor’s. The actor has to speak words which he has learnt by heart; he has to repeat exactly the 13 words each time he plays a certain part, 14 his movements and the way in which he uses his voice are usually 15 before hand. What he has to do is to make all these carefully learnt words and actions seem 16 on the stage. 　　A good teacher 17 in quite a different way. His students take an active part in his 18 :they ask and answer questions, they obey orders, and if they don’t obey something, they will say no. The teacher therefore has to suit his act to the needs of the students. He cannot learn his part by heart, but must 19 it as he goes along. 　　I have known many teachers who were fine 20 in class but unable to take part in a stage play because their brains wouldn’t keep discipline（规定）: they could not keep strictly to what another had written. 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 　　 （ 1 ） A . pay 　　 　　 　　 B . hold 　　 　　 　　 C . give 　　 　　 　　 D . know 　　 　　 　　 （ 2 ） A . clear 　　 　　 　　 B . slow 　　 　　 　　 C . quick 　　 　　 　　 D . loud 　　 　　 　　 （ 3 ） A . frightening 　　 　　 　　 B . fearing 　　 　　 　　 C . exciting 　　 　　 　　 D . pleasing 　　 　　 　　 （ 4 ） A . act 　　 　　 　　 B . talk 　　 　　 　　 C . say 　　 　　 　　 D . repeat 　　 　　 　　 （ 5 ） A . Listen 　　 　　 　　 B . Look 　　 　　 　　 C . Watch 　　 　　 　　 D . Observe 　　 　　 　　 （ 6 ） A . for 　　 　　 　　 B . before 　　 　　 　　 C . behind 　　 　　 　　 D . with 　　 　　 　　 （ 7 ） A . tongue 　　 　　 　　 B . words 　　 　　 　　 C . legs 　　 　　 　　 D . arms 　　 　　 　　 （ 8 ） A . hear 　　 　　 　　 B . see 　　 　　 　　 C . think 　　 　　 　　 D . guess 　　 　　 　　 （ 9 ） A . talking 　　 　　 　　 B . thinking 　　 　　 　　 C . hearing 　　 　　 　　 D . listening 　　 　　 　　 （ 10 ） A . tell 　　 　　 　　 B . express 　　 　　 　　 C . show 　　 　　 　　 D . mean 　　 　　 　　 （ 11 ） A . seriously 　　 　　 　　 B . badly 　　 　　 　　 C . well 　　 　　 　　 D . actively 　　 　　 　　 （ 12 ） A . things 　　 　　 　　 B . differences 　　 　　 　　 C . points 　　 　　 　　 D . jobs 　　 　　 　　 （ 13 ） A . different 　　 　　 　　 B . same 　　 　　 　　 C . above 　　 　　 　　 D . following 　　 　　 　　 （ 14 ） A . just 　　 　　 　　 B . never 　　 　　 　　 C . ever 　　 　　 　　 D . even 　　 　　 　　 （ 15 ） A . read 　　 　　 　　 B . known 　　 　　 　　 C . fixed 　　 　　 　　 D . written 　　 　　 　　 （ 16 ） A . natural 　　 　　 　　 B . real 　　 　　 　　 C . true 　　 　　 　　 D . clear 　　 　　 　　 （ 17 ） A . is 　　 　　 　　 B . works 　　 　　 　　 C . has 　　 　　 　　 D . teaches 　　 　　 　　 （ 18 ） A . group 　　 　　 　　 B . party 　　 　　 　　 C . class 　　 　　 　　 D . play 　　 　　 　　 （ 19 ） A . invent 　　 　　 　　 B . discover 　　 　　 　　 C . teach 　　 　　 　　 D . continue 　　 　　 　　 （ 20 ） A . speakers 　　 　　 　　 B . watchers 　　 　　 　　 C . actors 　　 　　 　　 D . listeners

For the purpose of the Rules, except where otherwise required, the term ______.A. vessel includes seaplanesB. seaplane includes non-displacement craftC. vessel engaged in fishing includes a vessel fishing with trolling linesD. vessel restricted in her ability to maneuver includes fishing vessels

The study based on an area in Mexico is cited to show that_____ Last year marked the third year in a row of when Indonesia’s bleak rate of deforestation has slowed in pace. One reason for the turnaround may be the country’s antipoverty program. In 2007, Indonesia started phasing in a program that gives money to its poorest residents under certain conditions, such as requiring people to keep kids in school or get regular medical care. Called conditional cash transfers or CCTs, these social assistance programs are designed to reduce inequality and break the cycle of poverty. They’re already used in dozens of countries worldwide. In Indonesia, the program has provided enough food and medicine to substantially reduce severe growth problems among children. But CCT programs don’t generally consider effects on the environment. In fact, poverty alleviation and environmental protection are often viewed as conflicting goals, says Paul Ferraro, an economist at Johns Hopkins University. That’s because economic growth can be correlated with environmental degradation, while protecting the environment is sometimes correlated with greater poverty. However, those correlations don’t prove cause and effect. The only previous study analyzing causality, based on an area in Mexico that had instituted CCTs, supported the traditional view. There, as people got more money, some of them may have more cleared land for cattle to raise for meat, Ferraro says. Such programs do not have to negatively affect the environment, though. Ferraro wanted to see if Indonesia’s poverty-alleviation program was affecting deforestation. Indonesia has the third-largest area of tropical forest in the world and one of the highest deforestation rates. Ferraro analyzed satellite data showing annual forest loss from 2008 to 2012- including during Indonesia's phase-in of the anti-poverty program- in 7,468 forested villages across 15 provinces.“We see that the program is associated with a 30 percent reduction in deforestation,' Farrow says. That’s likely because the rural poor are using the money as makeshift insurance policies against inclement weather, Ferraro says. Typically, if rains are delayed, people may clear land to plant more rice to supplement their harvests, he says. With the CCTs, individuals instead can use the money to supplement their harvests instead. Whether this research translates elsewhere is anybody’s guess. Ferraro suggests the results may transfer to other parts of Asia, due to commonalities such as the importance of growing rice and market access. And regardless of transferability, the study shows that what’s good for people may also be good for the environment. Even if this program didn’t reduce poverty. Ferraro says, “the value of the avoided deforestation just for carbon dioxide emissions alone is more than the program costs.”A、economic growth tends to cause environmental degradation.B、cattle rearing has been a major livelihood for the poor.C、CCT programs have helped preserve traditional lifestyles.D、antipoverty efforts require the participation of local farmers.

1 、Why wasn’t the author surprised at the high teacher turnover rates at Los Angeles charter schools?A、 She had participated in the Berkeley study.B 、She had noticed the phenomenon repeatedly.C 、She had been involved in the local school reform.D 、She had been informed of the problem by her niece.2、 What do we learn about the students in the public school the author’s niece taught?A、 They were undisciplined.B、 They were tough and strong.C、 Many of them enjoyed less parental care.D 、Many of them dropped out of school halfway.3、 What does the author say about her niece’s work in the charter elementary school?A、 It won high praise from her school and colleagues.B、 It was cited by the Berkeley study as an example.C、 It contributed to the success of the school reform.D 、It was well received by the disadvantaged children.4、 Why were the teacher turnover rates so high according to the Berkeley study?A、 The students were indifferent to learning.B、 Teachers’ salary was not high enough.C、 Teachers’ work was too demanding.D 、Jobs elsewhere were more meaningful.5 、What is the author’s comment on the current school reform movement?A、 It will give rise to more problems.B 、It is not likely to be successful.C、 It will have a positive impact on education.D、 It demands the local authorities’ support.

Straitford president Geor Friedman says he sees the online world as a kind of mutually-|||-reinforcing tool for both information collecti and distribution,a spymaster's dream.Last-|||-week his firm was busy vacuuming up data bits from the far corners of the world and-|||-predicting a crisis in Ukraine."As soon as that report runs,we'll suddenly get 500 new-|||- sign-ups from U rr rrinee "says Friedman,a former political science professor."And-|||-we'll hear back from some of them."Open-source spying does have its risks,of course,since it-|||-can be difficult to tell good information from bad.That's where Straitford earns its keep.-|||-It can be learned from Paragraph 4 that-|||-[A]Straitford's prediction about Ukraine has proved true.-|||-[B] Straitford guarantees the truthfulness of its information.-|||-[C]Straitford's business is characterized by unpredictability.-|||-[D]Straitford is able to provide fairly reliable informati