题目内容

A study now lends support to the idea that meal­time distractions(分散注意) can mask the clues that we really have eaten quite enough. Moreover, it finds, the caloric fallout of not paying attention to what we're eating doesn't necessarily end when a meal is over.

Rose Cooper from England, and her colleagues gathered 22 men and an equal number of women for an experiment. Each person dined alone, continuously receiving nine small shares of food items. These ranged from cheese twists and potato chips to carrots, cherry tomatoes and sandwiches or sausage rolls.

Because the goal was to test the potential impacts of distraction on fullness, the researchers randomly assigned half of the participants to eat in front of a computer—and to gain as many wins as possible at the “card” game. Everyone else was told to focus on the sensory qualities of their meal.

According to their instructions, the participants ate all of the food given to them. Yet people who played a computer game during lunch found their meal less filling than the mindful eaters had. Game players also swallow down twice as many cookies, almost an hour later, when they were allowed all the dessert they wanted( in the name of a taste test).The British scientists present their findings in the February edition of The American Journal of Clinical Nutrition.

The real question is why distracted eating should impact snacking.It appears, the scientists say, that memory plays some tricky role in how we register what we eat and the degree to which it satisfies.

Interestingly, eight years ago, Britta Barkeling of Huddinge University in Stockholm and her colleagues reported somewhat related findings.Their 18 overweight subjects had no choice other than to get rid of everything but lunch, on one day—because they were blindfolded. Compared to a day when they could view what they were dining on, these people consumed only three quarters as many calories. Yet even hours afterward, they reported being no less full than on the day they had been able to see their plates.

Of course dining in the dark isn't practical. And sometimes what we eat doesn't really invite our absolute attention. But there is certainly a growing mountain of data indicating that mindless eating is a waste of resources, a risk to our waistlines—and a costly threat to health.

36.Rose Cooper and her colleagues did the experiment in order to ________.

A.show that all the people enjoy snacks

B.prove that playing computer games is harmful while dining

C.find possible effects of distraction on fullness

D.test the impacts of eating snacks on different people

37.Which is the most effective way to concentrate on your food when dining?

A.Viewing your food. 

B.Blindfolding your eyes.

C.Playing computer games. 

D.Eating by oneself.

38.The reason why distracted eating influences snacking may be that ________.

A.you eat less in that case

B.you are cheated by your memory

C.you have consumed more calories

D.you digest what you've eaten faster

39.We can conclude from the passage that ________.

A.distracted eating may damage your health

B.eating snacks will make you feel full

C.Britta became famous because of the experiment

D.playing is more important than what we eat

有研究表明,吃饭时分散注意力会导致吃得更多,从而影响身心健康。那事实是不是这样呢?让我们从文章中寻找答案。

36.C 推理判断题。从第三段中的“Because the goal was to test the potential impacts of distraction on fullness …”可知,实验的目的在于找出注意力的分散对饮食饱胀感的影响,所以选C项。

37.B 推理判断题。从文章倒数第二段的内容可知,吃饭集中精力的最好的方法是罩住眼睛,选B项。

38.B 细节理解题。从文章倒数第三段的内容可知,吃零食时分散注意力会对吃零食产生影响的原因是:你会被你印象中自己吃了多少东西欺骗,故选B项。

39.A 细节理解题。根据文章最后一句可知,吃饭时分散注意力最终会影响人们的健康,所以选A项。

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Paloalto, California— “Turning off the television may help prevent children from getting fatter—even if they do not change their diet,” US researchers said last week.

A study of 192 third and fourth graders, generally aged eight and nine found that children who cut the number of hours spent watching television increased nearly two pounds (0.91kg) less over a one-year period than those who did not change their television diet.

“The findings are important because they show that weight loss can only be the result of a reduction in television viewing and not any other activity,” said Thomas Robinson, a pediatrician (儿科专家) at Stanford University. “American children spend an average of more than four hours per day watching television and videos or playing video games. And rates of childhood being very fat have doubled over the past 20 years,” Robinsin said.

In the study presented this week to the Pediatric Academic Societies annual meeting in San Francisco, the researchers persuaded about 100 of the students to reduce their television viewing by one-quarter to one-third. Children watching fewer hours of television showed a much smaller increase in waist (腰) size and had less body fat than other students who continued their normal television viewing, even though neither group ate a special diet nor took part in any extra exercise.

“One explanation for the weight loss could be the children unstuck to the television may simply have been moving around more and burning off calories,” Robinson said. “Another reason might be eating fewer meals in front of the television. Some studies have suggested that eating in front of the TV encourages people to eat more,” Robinson said.

The report tells us that children will get fatter if they ________.

A. eat in front of the TV              B. change their diet

      C. do special exercises               D. spend much time watching TV

According to the report, the time American children usually spend on watching TV and videos or playing video games ________.

A. is four hours a day or more         B. is less than four hours a day

      C. has doubled in the last 20 years      D. has been reduced to one-quarter

The time some children were persuaded to spend on TV viewing every day was less than ____.

A. one hour    B. two hours    C. three hours     D. four hours

Watching TV will increase kid’s weight because ________.

A. they usually eat more and move less

B. they no longer take part in outdoor activities

C. they will not burn off calories

D. they will enjoy having meals in front of the television


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Natural Medicine is to use the natural environment, the nature of the material itself to cure diseases and restore the health. It involves bettering one’s breathing way, sunbathing, improving one’s diets and so on, which play an important part in our healthcare.
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The Australian Institute of Applied Sciences College of Natural Medicine provides you with Nationally Recognized natural medicine courses that can be studied in the comfort of your own home, or at our Brisbane campus in the heart of Stones Corner. AIAS College of Natural Medicine has been providing accredited (官方认可的) natural health courses for more than 20 years, and offers accredited certificate, diploma and advanced diploma level natural medicine, beauty and massage (按摩) courses.
Why Study at the Australian Institute of Applied Sciences
With over 36 years of specialized training and 120 courses, our Natural Medicine College is Australia’s longest running and most sought after training provider for Natural Medicine Education. Our state of the art facilities, highly experienced instructors and friendly support staff make us the first choice for Distance Education and On-campus study.
Studying at Home
All of our courses are available to study at home. We provide all the material and support you will need to successfully complete your course.
Benefits of Studying at Home
●Work at your own pace.
●No need to travel or relocate closer to a campus.
●No interruption to your existing commitments.
●You are still in full contact with the college via Telephone, Email and Post, so you won’t be out of touch with the latest training techniques.
60. You can learn how to ______ at the Australian Institute of Applied Sciences College of Natural
Medicine.
A. apply science to our life                        B. operate on various patients
C. adjust one’s diet or breath                      D. look after mentally-ill people
61. One of the reasons for your choice of going to the college is that _______.
A. it is the oldest college of this type in Australia
B. it offers more courses than any other college
C. you may find the best art facilities there
D. you will get accredited certificate or diploma
62. If you take the courses at home, you are more likely to _______.
A. focus on your own interests              B. adjust your study schedules
C. get any help from instructors            D. keep up with new techniques

The $11 billion self-help industry is built on the idea that you should turn negative thoughts like "I never do anything right" into positive ones like "I can succeed." But was positive thinking advocate Norman Vincent Peale right? Is there power in positive thinking?

Researchers in Canada just published a study in the journal Psychological Science that says trying to get people to think more positively can actually have the opposite effect: it can simply highlight how unhappy they are.

The study's authors, Joanne Wood and John Lee of the University of Waterloo and Elaine Perunovic of the University of New Brunswick, begin by citing older research showing that when people get feedback which they believe is overly positive, they actually feel worse, not better. If you tell your dim friend that he has the potential of an Einstein, you're just underlining his faults. In one 1990s experiment, a team including psychologist Joel Cooper of Princeton asked participants to write essays opposing funding for the disabled. When the essayists were later praised for their sympathy, they felt even worse about what they had written.

In this experiment, Wood, Lee and Perunovic measured 68 students' self-esteem. The participants were then asked to write down their thoughts and feelings for four minutes. Every 15 seconds, one group of students heard a bell. When it rang, they were supposed to tell themselves, "I am lovable."

Those with low self-esteem didn't feel better after the forced self-affirmation. In fact, their moods turned significantly darker than those of members of the control group, who weren't urged to think positive thoughts.

The paper provides support for newer forms of psychotherapy (心理治疗) that urge people to accept their negative thoughts and feelings rather than fight them. In the fighting, we not only often fail but can make things worse. Meditation (静思) techniques, in contrast, can teach people to put their shortcomings into a larger, more realistic perspective. Call it the power of negative thinking.

1.What do we learn from the first paragraph about the self-help industry?

A.It is a highly profitable industry.

B.It is based on the concept of positive thinking.

C.It was established by Norman Vincent Peale.

D.It has yielded positive results.

2.What is the finding of the Canadian researchers?

A.Encouraging positive thinking many do more harm than good.

B.There can be no simple therapy for psychological problems.

C.Unhappy people cannot think positively.

D.The power of positive thinking is limited.

3.What does the author mean by "… you're just underlining his faults" (Line 4, Para. 3)?

A.You are not taking his mistakes seriously enough.

B.You are pointing out the errors he has committed.

C.You are emphasizing the fact that he is not intelligent.

D.You are trying to make him feel better about his faults.

4. What do we learn from the experiment of Wood, Lee and Perunovic?

A. It is important for people to continually boost their self-esteem.

B. Self-affirmation can bring a positive change to one's mood.

C. Forcing a person to think positive thoughts may lower their self-esteem.

D. People with low self-esteem seldom write down their true feelings.

Section C.

Directions: Read the following text and choose the most suitable heading from A-F for each paragraph. There is one extra heading that you do not need. (请注意题号,将答案填涂在答题卡相应的位置)

 

Thomson 中学学生Mike,Joseph,Anna, Ian 和Susan 正在计划下学期各自的选修课课程。阅读1至5题中的各人情况说明和A至F六门选修课的介绍,选出符合个性特长的最佳选项。选项中有一项是多余选项。

1. Mike spent his childhood mostly in his father’s study, where he read novels by British and American writers. Next term he will become a senior student. He thinks it’s time that he read more of their works and learned to write about them.

2.Joseph is good at the language arts, and in his spare time he likes to write short stories. It is his wish that his stories would be printed in local newspapers. So he is thinking of taking a course to develop his writing skills, such as wording and paragraph organization.

3.A lively and caring girl, Anna takes an active part in social activities. She is trying to write reports for newspapers about what she sees and hears. But few of them are accepted because of poor organization of information. She feels the need to improve her writing and communication skills next term.

4. Susan comes from China. As a junior back home, she wrote quite a lot of short stories, some of which were published in newspapers. Her parents suggest she read some classics by Asian and Western writers. She thinks it helpful in her writing. So she is going to take a course of this kind next term.

THOMSON HIGH SCHOOL

A

Creative Writing

—by Mrs A. MeCletian

Creative writing is a course in which we study and apply the methods used in various forms of fiction writing. Writing is a skill of art in itself. We are guided by Ezra Pound’s opinion: “Make it new.” Creative writing does not only provide us with an opportunity to express ourselves, but also holds our attention to word choice, paragraph development, and other skills useful in writing.

B

Journalism

—by Dr E. Brandt

Journalism is a course for seniors, in which we will cover how to gather, write and report the news. We will discuss how information is, or can be, organized. This course also aims to develop communication skills required of journalists.C

American &. British Classics

—by Dr E. Waiter

A classic is a literary work that has stood the test of time. Generations of readers have turned to classics to discover that which is everlasting. Through both the works themselves and the people they mirror, we may better be able to see ourselves. In this course, we will read works in both British and American literature. We will write reviews of what we read.

D

Non-fiction

—by Dr M. Timm

The course is a study of non-fiction through reading many different types of non-fiction. The course will also be about the possible changes in journalistic reporting and the sharing of personal stories of various people on various topics such as travel and adventure. We will examine some of the best writings in the world and deal with the techniques used in this text type.

E

World Literature

—by Mrs A. MeClellan

World Literature examines the common people found in quality literature worldwide, from Europe to America, from Asia to Africa, and introduces a variety of cultural background at different points in history. In these worlds, we find not only what is unique to each culture, but what is universal. We are also able to tell what makes for a good story, no matter from where or whom the story springs.

 

If English means endless new words, difficult grammar and sometimes strange pronunciation, you are wrong. Haven’t you noticed that you have become smarter since you started to learn a language?

According to a new study by a British university, learning a second language can lead to an increase in your brain power. Researchers found that learning other languages changes grey matter(大脑灰质). This is the area of the brain which processes information. It is similar to the way that exercise builds muscles(肌肉).

The study also found the younger people learn a second language,the greater the effect is.

A team led by Dr Andrea Mechelli, from University College London, took a group of Britons who only spoke English. They were compared with a group of “early bilinguals” who had learnt a second language before the age of five, as well as a number of later learners.

Scans showed that grey matter density(密度)in the brain was greater in bilinguals than in people without a second language. But the longer a person waited before mastering a new language, the smaller the difference.

“Our findings suggest that the structure of the brain is changed by the experience of learning a second language,” it means that the change itself increases the ability to learn.

  Professor Dylan Vaughan Jones of the University of Wales, has researched the link between bilingualism and maths skills. “Having two languages gives you two windows on the world and makes the brain more flexible(灵活的)”, he said. “You are actually going beyond language and have a better understanding of different ideas.”

    The findings were matched in a study of native Italian speakers who had learned English as a second language between the ages of 2 and 34. Reading, writing, and comprehension were all tested. The results showed that the younger they started to learn, the better. “Studying a language means you get an entrance to another world,” explained the scientists.

1.The main subject talked about in this passage is ______.

A. science on learning a second language

B. man’s ability of learning a second language

C. language learning can help brain power

D. language learning and maths study

2.The underlined word “bilingual” probably means ______.

A. a researcher on language learning

B. a second language learner

C. a person who can speak two languages

D. an active language learner

3. We may know from the scientific findings that ______.

A. the earlier you start to learn a second language the higher the grey matter density is

B. there is no difference between a later second language learner and one who doesn’t know a second language

   C. the experience of learning a second language has bad effect on people’s brain

   D. the ability of learning a second language is changing all the time

4.In the last two paragraphs, the author wants to tell us that ______.

A. learning a second language is the same as studying maths

   B. early learning of a second language helps you a great deal in studying other subjects

   C. Italian is the best choice for you as a second language

   D. you’d better choose the ages between 2 and 34 to learn a second language

 

 

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