题目内容

Can eating a chocolate bar every day really prevent age-related memory loss? No. But a new research shows that large amounts of flavones, substances found in cocoa, tea and some kinds of vegetables, may improve age-related memory failure.

Dr. Scott Small is a professor of neurology at Columbia University in new York City He is the lead writer of a research paper describing the effects of cocoa flavones on brain activity His study involved 37 volunteers aged between 50 and 69. Researchers gave them a high-level flavones drink made from cocoa beans or a low-level flavones drink. For a period of three months, some subjects got 900 milligrams of flavones a day. The others got 10 milligrams of flavones each day. Brain imaging and memory tests were given to each study subject before and after the study Dr. Small says that the subjects who had the high-level flavones drink showed much improvement on memorytests.

The researchers warn that more work is needed to be done because this study was performed only on a small group. Dr. Joann Manson is the lead researcher of a four .year study involving 18,000 adults. This study will use flavones capsules(胶囊) The study subjects will be divided into two groups and will take two pills per day. The capsules used will all Look the same. But one group's capsules will contain flavones, while the other group will take capsules made of an inactive substance, or placebo

Dr. Manson says it's not necessary for people to start eating more chocolate, because 3 person would have to eat a huge amount of chocolate to get the same level of flavones given to the Lest subjects. He adds many manufacturers have planned to remove the flavones from their chocolate products. Similarity, Dr. says a cocoa-based flavones extract(提取)may be developed in the future But he says that more studies are needed to see how much flavones is good for our health

1.What was done to the subjects alter Dr. Small's study?

A. They were asked to take a high-level flavones drink

B. They were given capsules containing flavones

C. They were given brain imaging and memory tests

D. They were asked to take two pills of flavones capsules per day

2.What's the similarity of the 2 experiments?

A. Both use high-level flavones capsules

B. The number of the subjects is the same

C. Drinks and placebos are used in both experiments

D. The subjects are divided into two groups in both experiments

3.Why will Dr. Manson carry out the four-year study?

A. To prove the first experiment is wrong

B. To carry out the experiment further

C. To test how much flavones can improve our memory.

D. To show eating chocolate is better to improve memory.

4.What can we learn from the last paragraph?

A. It's not necessary for us to eat chocolate

B. The more we eat flavones, the better our health will be

C. In the future we can get flavones without eating chocolate

D. It's easy for people to get the same level of flavones given to the test subjects

练习册系列答案
相关题目

首先请阅读下列儿童读物的封面及基本信息:

A. I Heard It from Alice Zucchini: Poems About the Garden

Juanita Havill

Illustrated by Chirstine Davenier

2006, Chronicle Books, $15.95. Ages 4 to 8. Reviewers: Jean Borren, Ph.D.

B. Busy in the Garden

George Shannon

Pictures by Sam Williams

2006, Greenwillow/ HarperCollins, $15.99 and $16.89.

Ages 3 – 5. Reviewers: Sheilah Egan.

C. The Biggest Fish in the Lake

Margaret Carney

Illustrated by Janet Wilson

2001, Kids Can Press, $15.95. Ages 4 to 8. Reviewers: Sue Reichard.

D. The Little Fish that Got Away

Bernadine Cook

Illustrations by Crockett Johnson

2005(org.1956), Harper Collins, $14.99. Ages 3 to 7. Reviewer: Barbara I Taleroft

E. A Grand Old Tree

Mary Newell Depalma

2006, Arthur A. Levine Books/Scholastic, $16.99. Ages 2 to 5.

F. Tree of life: the incredible biodiversity of life on earth

Roebelle Strauss

Illustrated by Margot Thompson

2004, Toronto. Kids Can Press, $16.95. Grades 3 – 6

下面是这些书的简要内容。请把相关的内容与它们的书名匹配起来。

1.This picture book explores the life of a tree that has deep roots,long arms,and many children. She provides shelter for many animals and bears fruit. The author uses colorful, simple,yet detailed watercolor illustrations to convey her words. The charming pictures show the many aspects in the life of a tree down to the caterpillars that eat the leaves. It is good for pre-school children.

2.This charming picture book highlights the life of a garden,from planting seeds to harvesting. With the narrator as guide,the reader is led through a variety of free verse and occasionally rhymed poems that fill in the story of a garden and its inhabitants. The pictures. delightful watercolors in bright pastels,add to the whimsical feel of the poems. Young readers will certainly enjoy this fun and fanciful text.

3.This is a story from 1956 which introduces a little boy who likes to go fishing with a tree limb,a woman,and a pin. Although he never catches anything,on this particular day he finally does hook three big ones,but the little one gets away. The boy pulls them home in his wagon and his mother cooks them for supper. The swinging rhythms of the text and the good humor evident in the illustrations remain fun for the youngest readers.

4.This useful,attractive,oversize volume uses its height well,employing a tree metaphor to show the earth’s various kinds of life and how all living things. from bacteria to the largest mammals,are related. Each spread covers one branch of the animal kingdom. To make the enormity of species understandable. Strauss equates individual species(e. g. ,1 0,000 bacteria)with one leaf on the tree.

5.This is a story about how a grandfather teaches his eager granddaughter to catch speckled trout from the stream in springtime. After a whole day on the lake,only Grandpa is lucky. The next morning the young fisherman hurries to the dock alone,and soon she hooks the catch of a lifetime. Young readers will appreciate this story that celebrates the special bond between the older and younger generation,while brilliant watercolor illustrations capture the beauty of the natural world

Are you looking for some interesting and meaningful places to take your kids to? Here are some places for you to choose before they grow up:

Alaska

Not to sound cool, but “it's a good chance to experience a trip through the icebergs. There are over 100,000 glaciers in Alaska, more than anywhere else in the world combined. You can also spot whales and other wildlife, visit the famous Denali National Park, enjoy the landscapes and even learn about the roughly 20 different native languages Spoken there

New York City

You definitely don't want to be chasing after your shopaholic teens in Manhattan, so plan your trip to the Big Apple when the kids are still young enough to enjoy the family-friendly trips! There are several family-friendly Broadway shows to see. You can also bring them for a walk in Central Park, pay a visit to the giant M&M'S store in Times Square, take a City Sightseeing Cruise, get on a boat to see the Statue of Liberty, visit the Brooklyn Children's Museum, and even enjoy a yummy street hot dog

Cape Canaveral

There are few things m the world as cool as rockets that fly to the outer space, so obviously ,a visit to Cape Canaveral's Kennedy Space Centre is one of the coolest trips you can you’re your children on. Though you won't see any more launches from this space station and its retired rockets, you can find out what it feels like to be in the Shuttle Launch Experience flight simulator Plus, it's only one hour away from Orlando, Florida, so if you visit Disney World as well, this quick side trip will be an easy one to make.

The Canadian Rockies

If you happen to visit the Canadian portion of the nor them Rocky Mountains, a visit to Banff National Park will certainly not disappoint you. There are so many great activities for the whole family to enjoy like wildlife viewing, spaceflight tours, fishing, horseback riding, and hiking. Let your children experience the beauty of the Canadian Rockies and learn more about the history of this impressive UNESCO World Heritage site.

1. If a child wants to experience something related to spaceflight, where can he go?

A. Alaska and New York City.

B. Alaska and Cape Canaveral.

C. Cape Canaveral and the Canadian Rockies.

D. New York city and Cape Canaveral.

2.What can children do if they go to Alaska?

A. See the Statue of Liberty and enjoy Broadway shows.

B. Visit Disney World and see some retired rockets.

C. Learn the history of a UNESCO world Heritage site and enjoy horse riding.

D. Learn some native languages and experience a trip through the icebergs.

3.What does the underlined word "the Big Apple" mean in the passage?

A. New York City B. Manhattan

C. Broadway D. Times Square

4. What type of writing is this text?

A. An exhibition guide. B. A travelling brochure.

C. An announcement. D. An art show review.

One Bite at a Time

Stephen was on campus(校园)to register when I first met him.

One summer day I was headed over to the administration building, I heard someone call my name. I around and saw Philip, one of my colleagues standing with another young man. As Philip introduced me to the young man, named Stephen, he reminded him that he would be taking one of my , Introduction to Literature. With a somewhat expression, Stephen asked if my class was going to be “hard”. Would he be able to pass? I he was concerned about failing before the day of classes. We talked about what the class would and I saw Stephen’s eyes getting big with .

Then I remembered a bit of classical dialog:

Question: “How do you eat an elephant?”

Answer: “One bite at a time.”

I told him to his work that way. To do his assignment(作业), all of them, and to get them in on time. I added that most students I knew made a timetable of all the assignment so they could their workload.

As time went on, I learned more of Stephen’s story. He had in middle school. It had taken him longer to finish than most young people. Family members, including his mother, kept reminding him that he was a . Now, in the face of their negative-saying he had been admitted into college. He told me that before coming to our campus no one had believed he had much .

Stephen didn’t become an “A” student. He didn’t make any honor rolls. Still, he managed to most of his courses by being in class every day, turning in all of his assignment on time and breaking down his studying into digestible parts. By passing course after course he began to gain a measure of self-respect. He was a great singer and he was the school’s cross-country team.

Every time I saw him on campus, he would brighten up and say, “One bite at a time.” Whenever he introduced me to his friends, he would tell them that he was when he was supposed to be failing. His , he said, was that he was what I taught him before classes ever started: “Take it one bite at a time.”

1.A. after B. when C. until D. once

2.A. turned B. sat C. moved D. went

3.A. jobs B. tests C. classes D. projects

4.A. innocent B. angry C. inspired D. pained

5.A. sensed B. imagined C. heard D. admitted

6.A. gathering B. parting C. closing D. opening

7.A. change B. adjust C. cover D. produce

8.A. interest B. anger C. fear D. excitement

9.A. avoid B. continue C. present D. approach

10.A. quiet B. optimistic C. energetic D. successful

11.A. plan B. increase C. reduce D. measure

12.A. fitted B. hesitated C. struggled D. progressed

13.A. cheat B. failure C. winner D. leader

14.A.experience B. information C. potential D. honor

15.A. pass B. begin C. take D. design

16.A. full-sized B. bite-sized C. pocket-sized D. medium-sized

17.A. in B. on C. at D. of

18.A. changing B. recovering C. concentrating D. succeeding

19.A. secret B. skill C. reply D. theory

20.A. spreading B. considering C. practicing D. expressing

违法和不良信息举报电话:027-86699610 举报邮箱:58377363@163.com

精英家教网