题目内容

　　Sweet potatoes are fat-free,high in fiber and full of the vitamins that research suggests reduce your risk of life-shortening diseases．To stay healthy,we must eat more fruits and vegetables,and sweet potatoes are a great source of beta carotene（胡萝卜素）and other carotenoids．According to a study of the diets of almost 90,000 nurses,eating about one cup a day of fruils and vegetables rich in carotenoids(which the body turns into vitamin A)can cut your risk of stroke in halt and reduce your risk of heart disease by 22 percent．Other resear chsuggests beta carotene protects against breast,lung and stomach cancers．

　　Beta carotene is the most famous member of the carotenoids family．In fact,a medium sized sweet potato contains nearly 12 mg of beta carotene(antiaging experts usually suggest 6 to 11 mg perday)．Sweet potatoes are also a low-fat source of vitamin E．Research has linked high E diets with a lower risk of heart disease．This vitamin pill in an orange jacket also packs a vitamin C punch-it has more C than apricots(a kind of fruit)．Research suggests that vitamin C protects against ailments ranging from cataracts(an eye disease)to cancer．In addition,A UCLA(University of California,Los Angels)study linked high vitamin C diets with a longer life．Recent studies have showed that antioxidant vitamins C,E and beta carotene fight a fierce battle against free radicals（自由基）,which cause cell（细胞）damage and lead to various illnesses．Therefore,to keep fit,eat more sweet potatoes．

(1)

According to the text,there exists a lot of ________ in sweet potatoes．

[　　]

A．

fiber,beta carotene,other earotenoids,vitamin E and C

B．

beta carotene,other carotenoids,fiber,vitamin A and E

C．

vitamin A,beta carotene,fiber,vitamin E and C

D．

beta carotent,other carotenoids,vitamin A and E

(2)

This text as a whole suggests that eating sweet potatoes can help ________

[　　]

A．

cut your risk of stroke and heart disease

B．

protect against breast,lung and stomach cancers

C．

protect against ailments ranging from cataracts to cancer

D．

you stay healthy and reduce your risk of life shortening diseases

(3)

“This vitamin pill in an orange jacket”in the passage refers to ________

[　　]

A．

sweet potato

B．

vitamin C pill

C．

vitamin E pill

D．

beta carotene

(4)

The best title of this passage might be ________

[　　]

A．

The Vitamin Superstar

B．

On Sweet Potatoes

C．

Beta Carotene and Vitamins

D．

Diet and Disease

答案：1．A;2．A;3．A;4．A;
解析：

(1)

由文章第一段，第二段可知。

(2)

由文章第一段，第二段可知。

(3)

文章通篇介绍的都是红薯。

(4)

因为红薯富含维生素，所以称它为维生素超级明星一点都不过分。


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Students and Technology in the Classroom

　　I love my blackberry－it’s my little connection to the larger world that can go anywhere with me．I also love my laptop computer ，as it holds all of my writing and thoughts．Despite this love of technology, I know that there are times when I need to move away from these devices(设备)and truly communicat with others．

　　On occasion, I teach a course called History Matters for a group of higher education managers．My goals for the class include a full discussion of historical themes and ideas．Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule－no laptop, iPads, phones, etc．When students were told my rule in advance of the class, some of them were not happy．

　　Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology．There’s a bit of truth to that．Some students assume that I am anti-technology．There’s no truth in that at all．I love technology and try to keep up with it so I can relate to my students．

　　The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas．Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas．I want students to dig deep within themselves for inspiration and ideas．I want them to push each other to think differently and make connections between the course the material and the class discussion．

　　I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create．Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom．

　　I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan．A few hours of technology-free dialogue is just too sweet to give up．

(1)

Some of the students in the history class were unhappy with _________

[　　]

A．

the course material

B．

others’ misuse of technology

C．

discussion topics

D．

the author’s class regulations

(2)

The underlined word “engage” in para．4 probably means _________

[　　]

A．

explore

B．

accept

C．

change

D．

reject

(3)

According to the author, the use of technology in the classroom may _________

[　　]

A．

keep students from doing independent thinking

B．

encourage students to have in-depth conversations

C．

help students to better understand complex themes

D．

affect students’ concentration on course evaluation

(4)

It can be inferred from the last paragraph that the author _________

[　　]

A．

is quite stubborn

B．

will give up teaching history

C．

will change his teaching plan soon

D．

values technology-free dialogues in his class

In the very early 　1800’　s, a young boy about 14 years old named John lived in an orphanage (孤儿院) in Old England along with several other children. Orphan meant unwanted and unloved.

Christmas was the one day of the year when the children didn’t work and received a gift, an orange. Usually they tried to taste and preserve it for so long that it often rotted before they ever peeled(剥开)it to enjoy the sweet juice. Many thought were expressed as Christmas time approached. The children would say, “I will keep mine the longest.” John usually slept with his next to his pillow. This year John was overjoyed by the Christmas season. He was becoming a man and stronger and soon he would be old enough to leave. He would save his orange until his birthday in July.

Christmas day finally came. The children were so excited as they entered the big dining hall. Immediately the master shouted, “John, leave the hall and there will be no orange for you this year.” John’s heart broke violently wide open. He turned and went swiftly back to the cold room. Then he heard the door open and each of the children entered. Little Elizabeth with her hair falling over her shoulders, a smile on her face, and tears in her eyes held out a piece of rag to John. “Here John,” she said, “this is for you.” As he lifted back the edges of the rag he saw a big juicy orange all peeled and quartered and then he realized what they had done.

John never forgot the sharing, love and personal sacrifice his friends had shown him that Christmas day. In memory of that day every year he would send oranges all over the world to children everywhere.

1. The first paragraph is mainly to tell us that ______.

   A. John lived in the early 　1800’　s          B. John’s parents had died

   C. John lived a hard life in an orphanage   D. John lived with several other children　　

2. These children would be happiest when ______.

   A. they got the special gift                 B. they preserved it very long

   C. they finally enjoyed the sweet juice       D. they entered the dining hall

3. What would overjoy John most the next year according to the second paragraph?

   A. He placed his orange next to his pillow.

   B. He would eat his orange on his birthday.

   C. He wouldn’t get his special gift.

   D. He would stay in the orphanage for another year

4. According to the text, where did John’s orange come from this year?

   A. It was made up of what these children donated.

   B. His master gave him a whole one again.

   C. These children bought him one.

   D. Little Elizabeth donated hers to John.

5. What can be inferred from the text?

   A. John had expected he wouldn’t get the gift this year.

   B. John knew why he didn’t get the gift this year.

   C. John felt ashamed for not getting the special gift.

   D. The story teaches us to learn to share with others.


第三部分阅读理解（共两节，满分40分）
第一节（共15小题；每小题2分，满分30分）
　　阅读下列短文，从每题所给的四个选项（A、B、C和D）中，选出最佳选项，并在答题卡上将该项涂黑。
A
　　Soon it may be harder to stop and smell the roses.
　　Growing levels of air pollution from power plants and automobiles have reduced flower fragrances (芬芳) by up to 90 percent in the US.That is compared with pre-industrial levels,a new study has found.
　　The trend is unpleasant for human noses,but may be life - threatening for bees and butterflies.
　　"Many insects find flowers by folowing the scent(香味) produced by those flowers," said the studies lead author Jose D.Fuentes,an environmental scientist at the University of Virginia.
　　"The increasing pollution makes it difficult for them to locate the flowers and feed on their nectar(花蜜)."
　　Scientists have alrady known that flowers produce scent molecules(分子) that bond with pollutants.The process breaks down the plants' sweet smell.
　　With more pollution in the air,the scent molecules don't remain effective as long and travel shorter distances on the wind.
　　The new study suggests that in the mid - 19th century,when pollution levels were first recorded,scent molecules would have been able to travel some 1,000 to 1,200 meters.
　　Today,in the polluted air found downwind of large cities,scentst may only make it some 200 to 300 meters.
　　The report was recently published in the journal,Atmospheric Environment.
　　Bee farmers have reported that bee populations are dropping dramatically in many parts of the world in recent years. Could these missing scents be a factor?
　　Scientists trying to hind the cause of bee population declines have blamed bacteria,pesticides,and even cellphone radiation.
　　Jay Evans,an entomologist(昆虫学者) at the US Department of Agriculture's bee research laboratory,was interested in the new study.But he says he hasn't seen bee behavior that suggests trouble with scents.
　　"Over the last couple of summers I don't think the bees in this area were bringing in much less food,"he said.
　　"It might be that they had to work harder,but it seems like as long as there were bees to collect food they were finding flowers somewhere."
　　But Fuentes fears that the fading smell of flowers may stress insects that are already faced with other threats.
　　"The effects shown in these studies will simply exacerbate whatever the bees are going through right now,"he said.
　　"It's something that is really worthwhile paying attention to."
　　56.What's the passage mainly about?
　　　A.How greatly air plooution affects our lives.
　　　B.Effects of air pollution on bee populations.
　　　C.Measures to fight air pollution.
　　　D.The rapid decline of bee populations in the world.
　　57.According to the passage,Jay Evans probably agrees that ______ .
　　　A.bees are the insect that suffers most from air pollution
　　　B.bees are at risk of dying out owing to air pollution
　　　C.the fading smell of flowers doesn't affect bees so greatly as was thought
　　　D.as is often the case,bees fail to locate the flowers because of the missing scents
　　58.The word"exacerbate" in the last paragraph but one probably means ______.
　　　A.worsen B.improve C.get rid of D.decrease
　　59.Which of the following is NOT true according to the passage?
　　　A.The more air pollution there is in a region,the greater the destruction of the flower scents.
　　　B.Bacteria,pesticides,and cellphone radiation are blamed for causing the decline of bees.
　　　C.The scent molecules produced by flowers in a less polluted environment oculd travel longer and farther.
　　　D.Air pollution does more harm to insects such as bees and butterflies than human beings.

“Soon, you’re going to have to move out!” cried my neighbor upon seeing the largest tomato plant known to mankind, or at least known in my neighborhood.

One tiny 9-inch plant, bought for $1.25 in the spring, has already taken over much of my rose bed, covering much of other plants, and is well on its way to the front door.

Roses require a good deal of care, and if it weren’t for the pleasure they give, it wouldn’t be worth the work. As it is, I have a garden full of sweet-smelling roses for most of the year. Bushes must be pruned(剪枝) in early spring, leaving ugly woody branches until the new growth appears a few weeks later. It was the space available in the garden that led me into planting just one little tomato plant. A big mistake.

Soil conditions made just perfect for roses turn out to be even more perfect for tomatoes. The daily watering coupled with full sun and regular fertilizing (施肥) have turned the little plant into a tall bush. The cage I placed around it as the plant grew has long disappeared under the thick leaves.

Now the task I face in harvesting the fruit is twofold; First, I have to find the red ones among the leaves, which means I almost have to stand on my head, and once found I have to reach down and under, pick the tomatoes and withdraw(缩回) my full fist without dropping the prize so dearly won. I found two full-blown white roses completely hidden as I picked tomatoes in June. But they were weak and the leaves already yellow for lack of light.

Here I am faced with a painful small decision: To tear up a wonderful and productive tomato plant that offers up between ten and twenty ripe sweet tomatoes each day or say goodbye to several expensive and treasured roses. Like Scarlett in Gone With the Wind, I’ll think about that tomorrow.

1.What are the requirements for the healthy growth of rose?

A．Frequent pruning and fertilizing.　　        B．A lot of care and the right soil.

C．Tomato plants grown alongside.　　         D．Cages placed around the roots.

2.The writer planted the tomato because _________.

A．there was room for it in the garden

B．the soil was just right for it

C．it cost only $1.25

D．the roses’ branches needed to be covered

3.This year the writer’s roses were __________.

A．removed from the rose bed

B．largely hidden under the tomato plant

C．mostly damaged by too much sunlight

D．picked along with the tomatoes

4.By saying “the prize so dearly won” in paragraph 5, the writer wants to ________.

A．express her liking for the roses

B．show the hardship of growing the roses

C．show the difficulty in picking the tomatoes

D．express her care for the tomatoes

5.In the situation described in the text, one good thing is that ________.

A．the writer has a daily harvest of tomatoes

B．the roses cost the writer little money

C．someone will help the writer make the decision

D．the writer can now enjoy both the roses and tomatoes

 

Students and Technology in the Classroom

　　I love my blackberry—it’s my little connection to the larger world that can go anywhere with me. I also love my laptop computer，as it holds all of my writing and thoughts. Despite this love of technology, I know that there are times when I need to move away from these devices(设备) and truly communicate with others.

　　On occasion, I teach a course called History Matters for a group of higher education managers. My goals for the class include a full discussion of historical themes and ideas. Because I want students to thoroughly study the material and exchange their ideas with each other in the classroom, I have a rule —no laptop, iPads, phones, etc. When students were told my rule in advance of the class, some of them were not happy.

　　Most students assume that my reasons for this rule include unpleasant experiences in the past with students misusing technology. There’s a bit of truth to that. Some students assume that I am anti-technology. There’s no truth in that at all. I love technology and try to keep up with it so I can relate to my students.

　　The real reason why I ask students to leave technology at the door is that I think there are very few places in which we can have deep conversions and truly engage complex ideas. Interruptions by technology often break concentration and allow for too much dependence on outside information for ideas. I want students to dig deep within themselves for inspiration and ideas. I want them to push each other to think differently and make connections between the course material and the class discussion.

　　I’ve been teaching my history class in this way for many years and the evaluations reflect student satisfaction with the environment that I create. Students realize that with deep conversation and challenge, they learn at a level that helps them keep the course material beyond the classroom.

　　I’m not saying that I won’t ever change my mind about technology use in my history class, but until I hear a really good reason for the change, I’m sticking to my plan. A few hours of technology-free dialogue is just too sweet to give up.

1.Some of the students in the history class were unhappy with____

A．the course material                      B．the author’s class regulations

C．discussion topics                        D．others’ misuse of technology

2.The underlined word “engage ”in para.4 probably means ____

A．explore           B．accept            C．change           D．reject

3.According to the author, the use of technology in the classroom may ____

A．keep students from doing independent thinking

B．encourage students to have in-depth conversations

C．help students to better understand complex themes

D．affect students’ concentration on course evaluation

4.It can be inferred from the last paragraph that the author ____

A．is quite stubborn

B．will give up teaching history

C．values technology-free dialogues in his class

D．will change his teaching plan soon

 

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