D
Film cameras and digital cameras work in a similar way.
Film cameras
After all, a film camera is basically a light – proof (不透光的) box. It has a lens (镜头) system to focus light onto the film at the back of the camera.
Let’s suppose that we are outside on a beautiful summer day trying to take a picture of the family dog. We are using a film camera. We finally get the dog to lie still. You point the camera at him. What happens? Light goes into the camera lens and hits the shutter. In other words, nothing happens yet. Now let’s say that the dog looks really cute and you decide to snap a picture. What happens? When you press the button, the shutter open for a very short period of time. A small amount of light passes through and hits the film at the back of the camera. This creates an upside-down and reversed (反向的)image on the film.
When you finish the roll of the film, you can take it to the photo shop to develop it and you will have a great picture of your dog!
Cameras come with different lens lengths. Why does it matter? Many small cameras have shorter focal lengths, which means that there is a small distance between the lens and the place where the light focuses at the back of the camera. This gives you a large view of the area you are taking a picture of. Lenses with a long focal length show a smaller area but allow you to focus on distant objects and make them bigger. They are often called telephoto lenses. A good example of a long focus lens is one that is used by sports photographers to get photos of football players as if they were standing right beside them.
Digital cameras
In digital cameras, the light falls not on film but onto a sensor (传感器)called a CCD (Charge Coupled Device). This digitally converts(转变) light and colour into a digital information or pixels (象素). The CCD is the heart of any digital camera and usually the most expensive part ---- depending on how good it is.
67．Which of the following statements is TRUE?
A．Both digital and film cameras focus light onto the film.
B．All cameras have a sensor.
C．Digital cameras and film cameras have something in common. .
D．Small cameras usually have longer focal lengths.
68．In the “Film cameras” part, you fail to take the picture of the dog because _____.
A．light goes into the camera lens and hits the shutter
B．you haven’t aimed the camera at the dog
C．the image of the dog is not created
D．the sensor fails to convert light and colour into a digital information
69．The main reason that sports photographers can get clear and big photos of players is that _ ___.
A．they use digital cameras  B．the lens of their cameras is excellent
C．their focus lenses are short      D．their focus lenses are long
70．Generally speaking, a digital camera’s price is ____.
A．closely related to the quality of the CCD
B．irrelevant to the quality of the CCD
C．closely related to the lens
D．irrelevant to the lens

Passage Nineteen (TV’s Harmfulness)
Yes, but what did we use to do before there was television? How often we hear statements like this! Television hasn’t been with us all that long, but we are already beginning to forget what the world was like without it. Before we admitted the one-eyed monster into our homes, we never fond it difficult to occupy our spare time. We used to enjoy civilized pleasures. For instance, we used to have hobbies, we used to entertain our friends and be entertained by them, we used to go outside for our amusements to theatres, cinemas, restaurants and sporting events. We even used to read books and listen to music and broadcast talks occasionally. All that belongs to the past. Now all our free time is regulated by the goggle box. We rush home or gulp down our meals to be in time for this or that programme. We have even given up sitting at table and having a leisurely evening meal, exchanging the news of the day. A sandwich and a glass of beer will do – anything, providing it doesn’t interfere with the programme. The monster demands and obtains absolute silence and attention. If any member of the family dares to open his mouth during a programme, he is quickly silenced.
Whole generations are growing up addicted to the telly. Food is left uneaten, homework undone and sleep is lost. The telly is a universal pacifier. It is now standard practice for mother to keep the children quiet by putting them in the living-room and turning on the set. It doesn’t matter that the children will watch rubbishy commercials or spectacles of sadism and violence – so long as they are quiet.
There is a limit to the amount of creative talent available in the world. Every day, television consumes vast quantities of creative work. That is why most of the programmes are so bad: it is impossible to keep pace with the demand and maintain high standards as well. When millions watch the same programmes, the whole world becomes a village, and society is reduced to the conditions which obtain in preliterate communities. We become utterly dependent on the two most primitive media of communication: pictures and the spoken word.
Television encourages passive enjoyment. We become content with second-hand experiences. It is so easy to sit in our armchairs watching others working. Little by little, television cuts us off from the real world. We get so lazy, we choose to spend a fine day in semi-darkness, glued to our sets, rather than go out into the world itself. Television may be s splendid medium of communication, but it prevents us from communicating with each other. We only become aware how totally irrelevant television is to real living when we spend a holiday by the sea or in the mountains, far away from civilization. In quiet, natural surroundings, we quickly discover how little we miss the hypnotic tyranny of King Telly.
1.What is the biggest harm of TV?
A.It deprives people of communication with the real world.
B.People become lazy.
C.People become dependent on second-hand experience.
D.TV consumes a large part of one’s life.
2.In what way can people forget TV?
A.Far away from civilization.
B.To a mountain.
C.By the sea.
D.In quiet natural surroundings.
3.What does a mother usually do to keep her children quiet?
A.Let them watch the set.
B.Put them in the living room.
C.Let them watch the rubbish.
D.Let them alone.
4.What does the first sentence in the first paragraph mean?
A.We found it difficult to occupy our spare time.
B.We become addicted to TV.
C.What we used to do is different from now.
D.We used to enjoy civilized pleasures.

My students often tell me that they don’t have “enough time” to do all their schoolwork.
My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.
Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.
If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.
That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.
If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.
Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.
【小题1】.
From the passage, we know that the author is probably ______ .

　　A new study has found that it may be possible to train people to be more intelligent，increasing the brainpower they had at birth.

　　Until now，it has been widely assumed that the kind of mental ability that allows us to solve new problems without having any relevant previous experience—what psychologists call fluid intelligence—is innate and cannot be taught（though people can raise their grades on tests of it by practicing）.

　　But in the new study，researchers describe a method for improving this skill，along with experiments to prove it works.

　　The key, researchers found, was carefully structured training in working memory—the kind that allows memorization of a telephone number just long enough to dial it. This type of memory is closely related to fluid intelligence，so the researchers reasoned that improving it might lead to improvements in fluid intelligence.

　　First they measured fluid intelligence of volunteers using standard tests. Then they trained each in a complicated memory task—the child’s card game，in which they had to recall a card they saw and heard. During the course, they needed to ignore irrelevant items，monitor ongoing performance，manage two tasks at the same time and connect related items to one another in space and time.

　　The four groups experienced a half-hour of training daily for 8，12，17 and 19 days，respectively. To make sure they were not just improving their test-taking skills，the researchers compared them with control groups that took the tests without the training.

　　The results, published Monday in The Proceedings of the National Academy of Sciences，were striking. Improvement in the trained groups was a lot greater. Moreover，the longer they trained, the higher their scores were. All performers，from the weakest to the strongest，showed significant improvement.

　　“Our results show you can increase your intelligence with proper training.”said Dr Jaeggi, a co-author of the paper.“No one knows how long the gains will last after training stops，”he added，“and the experiment’s design did not allow the researchers to determine whether more training would continue to produce further gains.”

67．The researchers thought the key to improving the intelligence was ______________.

A．memorizing telephone numbers

B．improving working memory

C．training in concentration

D．recalling a card

68．The following aspects of the training help increase intelligence EXCEPT___________.

A．ignoring irrelevant items

B．monitoring ongoing performance

C．managing two tasks at the same time

D．using previous experience

69．When the experiment was conducted，the researchers______________.

A．trained the four groups for the same period of time

B．only made comparisons between the four groups

C．compared the four groups with control groups

D．trained the four groups together

70．By writing the article，the writer intends to ______________.

A．inform the readers of a new study

B．call on people to be trained to increase intelligence

C．prove one’s born brainpower can be improved

D．tell people the improved intelligence will last forever

My students often tell me that they don’t have “enough time” to do all their schoolwork.
My reply is often a brief “You have as much time as the president.” I usually carry on a bit about there being twenty-four hours in the day for everyone, and suggest that “not enough time” is not an acceptable explanation of not getting something done.
Once in graduate school, I tried to prove to one of my professors by saying that I was working hard. His answer to me was, “That’s irrelevant (无关的). What’s important is the quality of your work.” Since then I have had time to think carefully about the “hard worker” dodge (诀窍), and I have come to some conclusions — all relevant to the problem of how much time we have.
If you analyze the matter, you can identify two parts of the problem: There is, of course, the matter of “time”, which we can think of as fixed. Then there is the problem of “work” during that time. But, as my professor suggested, it’s not how hard one works but the quality of the product that’s important.
That led me to a new idea: the quality of the work. That concept is perhaps best explained by a sign I once saw on the wall in someone’s office: “Don’t work harder. Work smarter.” There is a lot of sense in that idea.
If you can’t get more time, and few of us can, the only solution is to improve the quality of the work. That means thinking of ways to get more out of the same time than we might otherwise get. That should lead us to an analysis of our work habits. Since “work” for students usually means “homework”, the expression “work habits” should be read as “study habits”.
Then, as a smart student, you will seek to improve those skills that you use in study, chiefly reading and writing. If you learn to read better and write better, there are big benefits that pay off in all your studies.
【小题1】
From the passage, we know that the author is probably ______ .