题目内容


Most teenagers are given pocket money by their parents in United Kingdom of Great Britain and Northern Ireland. Teenagers get between ￡7 and ￡20 a Week. They spend it on fast food, clothes, the cinema, concerts, magazines and mobile phone.
Lazy parents?
37% of parents pay teenagers to clean the room, and 66% of parents pay teenagers to take the rubbish out.
Lazy teens?
51% of teenagers don't make their beds before they leave home. Only 13 % of teenagers wash the car for money. Some parents even pay their teenagers to do their homework.
Equality? Not yet!
Boys get more money than girls for most odd jobs. For washing the dishes, boys get about ￡4 and girls get about ￡1.
And if you need some more money?
Teens get an extra ￡250 a year out of their parents except pocket money! About 50% of teens get gifts of money from their grandparents. Go to Mum if you need extra money! She gives more than Dad.
Where you live makes a difference!
Parents in Scotland and the North of England give the most pocket money.
Spending
51% spend their money on clothes. 30% buy cosmetics, jewelry and toiletries (化妆品). Less than 40% of teenagers save their money.
Earnings
Here is what some children told us about their pocket money: I get ￡30 a month. I have to take the rubbish out and tidy my room. -- Emma, 15, Edinburgh
I get ￡10 a week. But I have to clean the car and the house and load and unload the dishwasher. I usually save the money. -- James, 12, Sheffield.
I get ￡7.50 a week. I have to be "good" but I don't have to do any jobs for the money. -- Lain, 13, Cardiff.
I get ￡5 a week. But our neighbors go away a lot and they give me ￡25 a week for looking after their cats. -- Richard, 13, Belfast.
68. Which of the following would be the best title for the test?
A. How to get pocket money.                               B. Pocket money in Britain.
C. How to spend pocket money.                         D. How teenagers everywhere get pocket money.
69. Which of the following statements is true according to the passage?
A. Most parents are so lazy that they let their children do housework.
B. Most teens are too lazy to do housework unless they are given pocket money.
C. Boys and girls aren't equal in getting pocket money when they do odd jobs.
D. It isn't right for children to ask for pocket money.
70. We can infer from the passage that.
A. boys earn the same amount of money at home as girls
B. only rich parents give children pocket money
C. girls earn more money at home than boys
D. most children don't save their pocket money
71. Who probably gets the most pocket money for a whole year according to the passage?
A. Richard.           B. James.            C. Lain.              D. Emma.

小题1:B
小题2:C
小题3:D
小题4:A
         
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相关题目
阅读下面短文，掌握其大意，然后从36至50各题所给的四个选项（A、B、C、D）中,选出最佳选项，并在答题卡上将该项涂黑。
People who are cheerful and relaxed are less likely to suffer from colds．It's   36  that being full of vim（活力） and vigor（精力） helps the body   37  illnesses, say the researchers from Carnegie Mellon University（CMU） in Pittsburgh．
"We need to take more seriously the possibility that a   38  emotional style is a fighter player in disease risk," says psychologist Sheldon Cohen, the study's lead researcher．
In a previous study, Cohen and his colleagues found that people who   39  to be cheerful and lively were   40  likely to develop sniffles, coughs, and other cold symptoms （症状）．
Those findings were interesting, but they didn't prove that a person's   41  affects whether he or she gets sick． 42  it was still possible that a person's underlying personality is   43  matters．
  44  suggests, for instance, that certain people are naturally more likely to be outgoing（外向的）and   45 , with high self-respect and a sense of  46  over life．This would mean that who we are, not how we feel, finally decides our   47  of catching colds．
To figure out which mattered more （personality or   48 ）, the CMU team   49  193 healthy adults．The researchers talked to each person over the phone every evening for 2 weeks．They told the researchers about the positive and negative   50  they had experienced that day．
The results showed that everyone in the study was   51  likely to get infected．Their symptoms（征兆）, however,   52  depending on the types of emotions that they had reported over the   53  2 weeks．
Scientists   54  about whether negative emotions or positive emotions have a stronger  55  on how healthy we are．For now, it can't hurt to look on the bright side more often than not!
小题1:
A．necessaryB．possibleC．doubtfulD．certain
小题2:
A．fightB．reduceC．stopD．remove
小题3:
A．negativeB．standardC．passiveD．positive
小题4:
A．failedB．managedC．tendedD．had
小题5:A, most                        B．least                C．quite               D．indeed
小题6:
A．thoughtB．attitudeC．strengthD．quality
小题7:
A．InsteadB．ThereforeC．ThusD．Still
小题8:
A．thatB．whyC．whatD．who
小题9:
A．TheoryB．ReasonC．EvidenceD．interview
小题10:
A．activeB．optimisticC．braveD．healthy
小题11:
A．controlB．humourC．directionD．urgency
小题12:
A．attitudesB．sufferingsC．chancesD．emotions
小题13:
A．qualitiesB．ideasC．emotionsD．conditions
小题14:
A．examinedB．watchedC．testedD．interviewed
小题15:
A．charactersB．feelingsC．attitudesD．thoughts
小题16:
A．equallyB．lessC．mostD．hardly
小题17:
A．occurredB．differedC．sufferedD．reduced
小题18:
A．sameB．exactC．valuableD．previous
小题19:
A．talkB．knowC．argueD．think
小题20:
A．effectB．feelingC．impressionD．impact
Why should you learn Sign Language? Do you want to improve your communication with a family member or friend who is deaf? Do you want to be able to communicate with deaf people in general? Would you like to advance in your career by being able to communicate in ASL? Do you want to be a Sign Language interpreter?
Sign language is not just a random (随意的) collection of gestures but a full-blown (完全成熟的) language in its own right, complete with its own grammatical rules. Each country or region has its own sign language, as different from each other as English is from Spanish. Each version of sign language is somewhat linked to the spoken language in its region. For example, American sign language does share similarities with English, even though it is its own language.
The advantages of knowing sign language in addition to a spoken language are many. Communication becomes possible on many levels with the deaf community, with other people either hearing or not in any of the above situations, as well as many more.
While other languages take years to learn, American Sign Language can be taught in a much shorter time period. It is one of the easiest languages to learn because most of the signs were developed to mimic the actual word or phrase it is representing. Even the alphabet signs look like the letters of the English alphabet.
American Sign Language, or ASL, is the third most used language in the United States. Used by the deaf community, interpreters, and friends and family of the deaf. There are a lot of sites on the internet that not only shows you the sign with video, but will help you practice reading signs as well.
Teaching even hearing babies sign language seems to be the fashion in recent years and for good reason. Communicating in sign language is fun and natural as babies naturally use body gestures in early communication. Teaching baby sign language actually appears to enhance the learning of verbal skills and brain development of the children involved.
小题1:Which two regions share similarities in their sign language?
A. Spain and Britain.
B. Mexico and USA.
C. Australia and Canada.
D. Japan and Korea.
小题2:Sign language ________.
A．is a collection of gestures
B．is easier to learn than English
C．is not very popular in USA
D．has no link to the spoken language
小题3:One of the reasons for learning sign language is that it ________.
A．increase self-confidence
B．provides more choices of career
C．trains brains
D．is interesting
小题4:Babies’ learning sign language cannot ________.
A．help them talk sooner
B．help them walk sooner
C．increase communication at a very early age
D．enrich relationship with parents and the people who take care of them
小题5:Which of the following topics is not discussed in the passage?
A．What is sign language?
B．The advantages of knowing sign language.
C．The relation of American sign language and English.
D．Ways of learning sign language.

Determined to make school more related to the workplace, Roosevelt High School in Portland, Oregon, developed a school-to-work program. In their first year, students are offered some job pathways in natural resources, human services, health care, business, arts and communication. The following year, each student chooses one of the pathways and examines it in depth, spending three hours a week watching someone on the job. Such a program is also in practice in some other states.
The school-to-work program is built around a partnership(伙伴关系). For example, Eastman Kodak, a major employer（雇主） in Colorado, introduces students to business by helping them construct（建设） a model city using small pieces of wood. “The children use the models to decide on the best place to set up schools,” says Lucille Mantelli , director for Eastman Kodak in Colorado.  Kodak introduces math by teaching fifth graders to use their pocket money properly.  They also provide one-on-one job watching experiences and offer chances of practice for high school juniors and seniors. “Students come to the workplace two or three hours a week,” explains Mantelli. “They do the job for us. We pay them and they get school credits (学分). We also give them our views on their performance and developmental opportunities.”
In these partnerships, everybody wins. The students tend to（倾向于） take more difficult courses than students in schools that don’t offer such programs. Business benefits（获益） by having a better prepared workforce needed in future years. “It’s a way for us to work with the school systems to develop the type of workforce we’ll need in future years,” Mantelli continued. “We need employees who understand the basics of reading and writing. We need them to be good at math and to be comfortable working on a team.”
“Our theory is that they can learn as much outside the classroom as in. All students have the ability to change the world, not just to live in it. To do that, they have to know how to solve problems and use critical（批判的）thinking skills. We need to encourage them to dream about jobs that go beyond what they see today,”  concludes（得出结论） a school-to-work program organizer.
58. Using the example of Eastman Kodak in Colorado, the writer shows us ____.
A. what the school decides to do 
B. why the students get paid for their jobs 
C. where the students have their math class 
D. what role the business plays in the program
59. The main purpose of the school-to-work program is to _____.
A. offer students more difficult courses             
B. introduce new job opportunities to schools
C. improve relations between students and teachers 
D. make what students learn in school related to the workplace
60. According to the text, Lucille Mantelli is ____.
A. a math teacher                 B. a school designer      
C. a company manager          D. a program organizer
61. What does the writer mean by saying “…everybody wins.” (Paragraph 3)?
A. Students get school credits by taking examinations.
B. Both students and business benefit from the program.                  
C. The working conditions of the company have improved greatly.
D. Every teacher and student gets paid for working outside the school.

What can be found in the two recent studies?
One showed that adults are much more cooperative if they work in a system based on rewards．Researchers at Harvard University in the United States and the Stockholm School of Economics in Sweden did the study, which appeared last month in the journal Science．They had about two hundred college students play a version of the game known as the Prisoner's Dilemma．The game is based on the tension between the interests of an individual and a group．The students played in groups of four．Each player could win points for the group, so they would all gain equally．But each player could also reward or punish each of the other three players, at a cost to the punisher．Harvard researcher David Rand says the most successful behavior proved to be cooperation （合作）．The groups that rewarded most earned about twice as much in the game as the groups that rewarded least．And the more a group punished itself, the lower its earnings．The group with the most punishment earned twenty-five percent less than the group with the least punishment．
The other study referred to children, which was presented last month in California at a conference on violence and abuse．Researchers used intelligence tests given to two groups．More than eight hundred children were ages two to four the first time they were tested．More than seven hundred children were ages five to nine．The two groups were retested four years later, and the study compared the results with the first test．Both groups contained children whose parents used physical punishment and children whose parents did not．The study says the IQs ?or intelligence quotients—of the younger children who were not spanked were five points higher than those who were．In the older group, the difference was almost three points．Murray Strauss from the University of New Hampshire' worked with Mallie Paschall from the Pacific Institute for Research and Evaluation．Professor Strauss has written extensively about physical punishment of children．He says the more they are spanked, the slower their mental development．He also looked at average IQs in other nations and found them lower where spanking was more common．
72．We can learn from the passage that ____．
A．the first study began last month at Harvard University in America
B．the Prisoner's Dilemma is a game that can teach you how to be cooperative
C．the study on the IQs of children was carried out by Professor Murray Strauss
D．Professor Mallie has done lots of researches on family violence
73．What study method was adopted in the two recent studies according to the passage?
A．Observation．       B．Questionnaire．      C．Conclusion． D．Experiment．
74．The underlined word "spanked" in the third paragraph refers to ____．
A．scolded constantly      B．punished physically
C．praised frequendy           D．rewarded mentally
75．Which of the following charts is TRUE according to the passage?

Intensive Courses for Teachers of English
plus Teaching Knowledge Test ( TKT) Preparation
Who is the Teaching Knowledge Test (TKT) for?
Anglo-Continental has developed 2 to 4 week courses preparing candidates for the University of Cambridge' s TKT to develop the knowledge and teaching skills of people who teach English to primary, secondary and adult learners, and also people who are interested in teaching as a career. This qualification will help you to understand:
different methodologies for teaching
the ' language of teaching'
the ways in which resources can be used
the key aspects of lesson planning
classroom management methods for different needs
Click here to go to the official Cambridge ESOL website for the TKT
http: //www. cambridgeesol, org/exams/teaching-awards/tkt, html
Click here for the TKT Course Schedule 2010
http: //www. anglo-continental, com/elv/uk/forms/TKT/TKT Course 2010. pdf
What does the TKT involve?
The methodology and language awareness lessons cover four TKT modules:
Module 1 -- Language and background to language learning and teaching
Describing language and language skills Using accurate terminology (术语)
Factors affecting how a learner learns
Comparing and evaluating different types of lessons
Module 2 -- Planning lessons and use of resources for language teaching
Planning and preparing a lesson or sequence of lessons
Selection and use of resources and materials
Module 3 -- Managing the teaching and learning process
Teachers' and learners' language in the classroom
Classroom management
TKT KAL Module -- Knowledge about language
Knowledge of the language systems (lexis, phonology, grammar, discourse) needed by teachers for planning and teaching their lessons
Awareness of the language needs of learners and the difficulties involved in learning a second language
Each module consists of 80 objective, multiple choice questions and takes 80 minutes to complete. A successful trainee will receive a University of Cambridge ESOL Certificate stating that he/she has passed the module (s). A University of Cambridge ESOL qualification will improve a teacher' s confidence, personal development and job prospects.
68. Who is the Teaching Knowledge Test (TKT) for?
A. Candidates for the University of Cambridge's TKT.
B. Students in primary, secondary and universities.
C. Adult learners aiming to teach English abroad.
D. International students studying in Anglo-Continental.
69. Which of the following is excluded in the methodologies of the intensive courses?
A. Teaching how to teach language.                    B. Teaching how to plan lessons.
C. Teaching how to manage classroom.        D. Teaching how to do well in exams.
70. In which module can you learn how to analyze the learning difficulties of non-native learners of English?
A. Module 1.          B. Module 2.                C. Module 3.             D. TKT KAL Module.
71. What can the trainee expect with the University of Cambridge ESOL qualification?
A. He can believe he can do everything.             B. He can find more job opportunities.
C. He can pass the modules more easily.             D. He can pay less money to the courses.
   CHICAGO ---Call it a reward, or just “bribery(贿赂)”.
Whichever it is, many parents today readily admit to buying off their children, who get goodies(好东西) for anything from behaving in a restaurant to sleeping all night in their own beds.
That’s what worries parenting experts.
“I think that reward systems have a time and a place and work really well in certain situations,” says Marcy Safyer, director of the Adelphi University Institute for Parenting.
“But what often gets lost for people is being able to figure out how to communicate to their kids that doing the thing is rewarding enough,” Safyer says.
Parents and experts alike agree that the dynamic(动力) is partly a reflection of the world we live in. It’s unrealistic to think a parent wouldn’t reward their children with material things sometimes, says Robin Lanzi, a clinical psychologist and mother of four who’s the research director at the Center on Health and Education at Georgetown University.
“But you want to make sure that they match the behavior, so it’s not something huge for something small,” Lanzi says.
She recalls hearing about a father who offered his child a Nintendo Wii game system for scoring a couple goals in a soccer game.
Elizabeth Powell, a mother of two young daughters in Austin, Texas, knows what she means.
“You want to raise them in a way that they’re respectful and appreciate things,” Powell says of her children. “But sometimes, you wonder now if kids appreciate even a new pair of shoes. ”
小题1:Parenting experts are worried that ____ .
A．today’s children are fed up with material things
B．parents are rewarding their kids improperly
C．today’s children are more and more demanding(苛求的)
D．there is lack of communication between parents and children
小题2:What Safyer says suggests that ____ .
A．reward systems are quite limited in developing abilities
B．reward systems work well regardless of（不管） time and place
C．reward systems are still not made full use of to develop abilities
D．reward systems are often used at the wrong time and place
小题3:What can we learn from what Robin Lanzi says?
A．She holds a different opinion from other parenting experts.
B．She thinks children can’t behave well without being rewarded.
C．She holds a similar belief to Safyer and gives further explanation.
D．She doesn’t believe in rewarding children for good behavior.
小题4:The father who offered his child a Nintendo Wii game system can be regarded as
_____.
A．over-rewarding his child
B．giving his child proper reward
C．respecting and appreciating his child
D．giving something small for something huge

第三部分：阅读理解（共20小题; 每小题2分, 满分40分）
Everyone likes to feel that he or she is special.
Unfortunately, many of us grow up believing that we’re not special at all. We wish that we could be better at sports or more attractive. We wish we had nicer clothes or more money. Like the Scarecrow, the Tin Man, or the Cowardly Lion from The Wizard of Oz (《绿野仙踪》), we believe we’re not good enough just as we are. In the movie, the Scarecrow wishes that he had a brain. The Tin Man wishes he had a heart, and the Lion wants courage. In the end, each of them realizes that he already has what he needs.
Most parents want us to be the best we can be. They sometimes try to encourage us to do better by comparing us to others. They mean well, but the message we often get is that we’re not good enough. We begin to believe that the only way we can be special is by being better than someone else, but we are often disappointed. There will always be someone out there who is better than we are at something. There are plenty of people around who may not be as smart as we are but who are better at sports. Or they may not be as good-looking, but they have more money. It is impossible for us to be better than everyone else all the time.
Like the Scarecrow, the Tin Man, and the Cowardly Lion, we all want what we believe will make us better people. What we don’t realize is that often we already have inside us the very things that we seek. Parents sometimes forget to tell us that we are special, that we are good enough just as we are. Maybe no one told them that when they were growing up, or maybe they just forgot. Either way, it’s up to us to remind them from time to time that each of us, in our own way, is special. What we are ... is enough.
56. This passage is most likely written by a ______.
A. teenager     B. parent C. teacher       D. coach
57. According to the author, it seems improper for parents to ______.
A. compare their children with others now and then
B. give no pressure to their children 
C. remind their children frequently they are special
D. praise their children too much
58. By discussing the characters in The Wizard of Oz, the author mainly wants to show ______.
A. we are not good enough just as we are
B. we already have inside us what we want
C. it is impossible for us to be better than others
D. there is always someone who is better than us
59. What does the author of this passage believe?
A. Not everyone can be special.                 
B. Smart people are more special than others.
C. The richer you are, the better you are.           
D. We are all good enough just the way we are.

People with bigger brains tend to score higher on standardized tests of intelligence, according to new study findings.
However, Dr. Michael A.McDaniel emphasized that these findings represent a general trend, and people with small heads should not automatically believe they are less intelligent. For instance, Albert Einstein’s brain was “ not particularly large,” McDaniel noted “ There’s some relationship between brain size and intelligence on average, but there’s plenty of room for exceptions,” he said.
Interest in the relationship between brain size and intelligence grew in the 1830s, when German anantomist(解剖学家)Frederick Tidemann wrote that he believed there was “ a natural connection between the size of the brain and the mental energy displayed by the individual man.” Since that statement, scientists have conducted numerous studies to determine if Tidemann’s idea was , in fact, correct. Most studies have investigated the link between head size and intelligence .More recently, however, researchers have published additional studies on intelligence and brain size, measure using MRI scans.
For his study, McDaniel analyzed more than 20 studies that investigated the relationship between brain size and intelligence in a total of 1,530 people. The studies showed that on average, people with larger brain volume tended to be more intelligent. The relationship was stronger in women that men, and adults than children ,McDaniel noted.
In an interview, McDaniel noted that he’s not sure why the relationship was stronger for adults and women. Previous research has shown that women, on average, tend to have smaller brains that men, but score just as well--- if not higher--- in tests of intelligence he said.
McDaniel insisted that the relationship between brain size and intelligence is not a “perfect” one. “One can certainly find lots of examples of smaller-brained people who are highly intelligent,” he said” But , on average, the relationship holds.”
73．What does the passage mainly tell us?
A．The success of using MRI scans for studies on man’s intelligence.
B．On average bigger brains mean higher IQ.
C．The importance of our brain volume.
D．Dr. Michael succeeded in his studies on man’s intelligence.
74．By mentioning Albert Einstein, the writer wanted to show ___.
A．what Albert Einstein achieved had nothing to do with his brain size
B．probably the studies on man’s intelligence are not worth believing
C．why hard working is more important than intelligence.
D．the results of these studies are not true for everyone
75．The underlined word “investigated “ could be replaced by ____.
A．worked our   B．guessed        C．study    D．imagined

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