Paul started hiking in 2010 and he has hiked across 11 countries . A. ever since B. from then on C. right away D. at once 题目和参考答案——青夏教育精英家教网—

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Paul started hiking in 2010 and he has hiked across 11 countries __________.

A. ever since B. from then on C. right away D. at once

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A few years ago, Paul Gerner began to gather a group of architects in Las Vegas to ask them what it would take to design a public school that used 50 percent less energy, cost much less to build and obviously improved student learning. “I think half of them fell off their chairs,” Gerner says.

Gerner manages school facilities （设施） for Clark County, Nevada, a district roughly the size of Massachusetts. By 2018, 143,000 additional students will enter the already crowded public-education system. Gerner needs 73 new schools to house them. Four architecture teams have nearly finished designing primary school prototypes （样品）; they plan to construct their schools starting in 2009. The district will then assess how well the schools perform, and three winners will copy those designs in 50 to 70 new buildings.

Green schools are appearing all over, but in Clark County, which stands out for its vastness, such aggressive targets are difficult because design requirements like more natural light for students go against the realities of a desert climate. “One of the biggest challenges is getting the right site orientation （朝向）,” Mark McGinty, a director at SH Architecture, says. His firm recently completed a high school in Las Vegas. “You have the same building, same set of windows, but if its orientation is incorrect and it faces the sun, it will be really expensive to cool.”

Surprisingly, the man responsible for one of the most progressive green-design competitions has doubts about ideas of eco-friendly buildings. “I don’t believe in the new green religion,” Gerner says. “Some of the building technologies that you get are impractical. I’m interested in those that work.” But he wouldn’t mind if some green features inspire students. He says he hopes to set up green energy systems that allow them to learn about the process of harvesting wind and solar power. “You never know what’s going to start the interest of a child to study math and science,” he says.

63. How did the architects react to Gerner’s design requirements?

A. They lost balance in excitement. B. They showed strong disbelief.

C. They expressed little interest. D. They burst into cheers.

64. Which order of steps is followed in carrying out the project?

A. Assessment ― Prototype ― Design ― Construction.

B. Assessment ― Design ― Prototype ― Construction.

C. Design ― Assessment ― Prototype ― Construction.

D. Design ― Prototype ― Assessment ― Construction.

65. What makes it difficult to build green schools in Clark County?

A. The large size. B. Limited facilities.

C. The desert climate. D. Poor natural resources.

66. What does Gerner think of the ideas of green schools?

A. They are questionable. B. They are out of date.

C. They are advanced. D. They are practical.

D
Eight-year-old Bethany and seven-year-old Eliza are having a great time jumping around in the orchard of their home in a village near Penrith. They can play any time they like because they don't go to school. Instead, they are educated at home by their parents, Paul and Veronika Robinson. But they don't have lessons, have never used a timetable and learn only what and when they want to learn.
"I want my kids to have freedom in their childhood, not spend it in an institution," says 37-year-old Veronika, "School is all about control and following the rules." Veronika and her 56-year-old husband Paul have never experienced the daily rush to get dressed and out of the door that is common in most households with school-aged children. "We get up at our leisure - usually around 8:30," says Veronika. "We might visit a friend, or go to the library, and on Tuesdays we shop at the market. In summer, we spend most of our time outside and the girls entertain themselves a lot."
New research due to be published this spring reveals a very different picture of Britain's home educators. "Out of 297 families, 184 said that they never use a timetable," says Mike Fortune-Wood of Home Education UK. "Ninety per cent never or rarely use textbooks, and nearly all said that happiness, contentment and self-fulfillment were more important than academic achievement. Only 15% felt that planning what to learn was crucial."
So far, so good. But what, you might ask, are the children actually learning?
"It wasn't important to me that the girls could read by a certain age, but they both picked it up for themselves at around seven," says Robinson. "Weighing cooking ingredients uses maths, and making a shopping list teaches them to write. Observing five hens has taught the girls about survival of the fittest. "
But what about when the children grow up? Can they go to university? The home educators' answer is they can if they want to. There are a variety of routes into higher education, but probably the most common is to join a local college. This is what Gus Harris-Reid has done. "I was educated at home all my life. I'd never had a lesson or been inside a classroom until I started GCSEs," says the 18-year-old. "I'm now studying for 4 A-levels at Exeter College. I've had no problem with the work or with fitting in." When asked to reflect on his experience of home education, his considered response is, "Like a permanent holiday, really!" Not a bad start for someone who plans to take a mechanical engineering degree next year.
66. What is the topic of this article?
A. New ways of learning to read and write           B. Problems with UK schools
C. Home education in the UK                      D. Wild, undisciplined children
67. Why do the Robinsons not send their children to school?
A. They think schools control children too much.
B. They do not like the courses taught in schools.
C. They want to teach their children farming skills.
D. They live in a remote area where there are no schools.
68. According to the article, in homes with school-going children, ______.
A. mornings are rushed and stressful.
B. the children hardly ever go outside.
C. the family wakes up around 8:30am.
D. the children must ask permission to go to the toilet.
69. Which of the following statements is NOT true?
A. Most home educators believe that happiness is more important than good grades.
B. Most home educators believe that planning is important.
C. Most home educators do not follow a timetable or use textbooks.
D. Most home educators are not worried about when their children learn to read and write.
70. What does the article say about home-educated children getting into university?
A. They learn so many useful skills at home that universities are happy to accept them.
B. They can get into university if they have 4 A-levels.
C. They can go to school later and get the qualifications they need in order to enter university.
D. Home education is so relaxed that they are likely to experience problems when faced with the pressures of a degree course.

People who multitask all the time may be the worst at doing two things at once, a new research suggests. The findings, based on performances and self-evaluation by about 275 college students, indicate that many people multitask not out of a desire to increase productivity, but because they are easily distracted and can’t focus on one activity. And “those people turn out to be the worst at handling different things,” said David Sanbonmatsu, a psychologist at the University of Utah.

Sanbonmatsu and his colleagues gave the students a set of tests and asked them to report how often they multitasked, how good they thought they were at it, and how sensation-seeking (寻求刺激) or imperative (冲动) they were. They then evaluated the participants’ multitasking ability with a tricky mental task that required the students to do simple mathematical calculations while remembering a set of letters.

Not surprisingly, the scientists said, most people thought they were better than average at multitasking, and those who thought they were better at it were more likely to report using a cellphone while driving or viewing multiple kinds of media at once. But those who frequently deal with many things at the same time were found to perform the worst at the actual multitasking test. They also were more likely to admit to sensation-seeking and impulsive behavior, which connects with how easily people get bored and distracted.

“People multitask not because it’s going to lead to greater productivity, but because they’re distractible, and they get sucked into things that are not as important.” Sanbonmatsu said.

Adam Gazzaley, a researcher at the University of California, San Francisco, who was not a member of the research group, said one limitation of the study was that it couldn’t find out whether people who start out less focused tend toward multitasking or whether people’s recognizing and understanding abilities change as a result of multitasking.

The findings do suggest, however, why the sensation-seeker who multitask the most may enjoy risky distracted driving. “People who are multitasking are generally less sensitive to risky situations.” said Paul Atchley, another researcher not in the group. “This may partly explain why people go in for these situations even though they’re dangerous.”

1.The research led by Sanbonmatsu indicates that people who multitask __________.

A. seek high productivity constantly

B. prefer handling different things when getting bored

C. are more focused when doing many things at a time

D. have the poorest results in doing various things at the same time

2.When Sanbonmatsu and his colleagues conducted their research, they __________.

A. assessed the multitasking ability of the students

B. evaluated the academic achievements of the students

C. analyzed the effects of the participants’ tricky mental tasks

D. measured the changes of the students’ understanding ability

3.According to Sanbonmatsu, people multitask because of their __________.

A. limited power in calculation

B. interests in doing things differently

C. inability to concentrate on one task

D. impulsive desire to try new things

4.From the last paragraph, we can learn that multitaskers usually __________.

A. drive very skillfully

B. go in for different tasks

C. fail to react quickly to potential dangers

D. refuse to explain the reasons for their behavior

SECTION B

Directions: Read the following passage. Answer the questions according to the information given in the passage and the required words limit. Write your answers on your answer sheet.

Cameras will record city’s illegal parkers

CCTV cameras are to be used in the heart of London for the first time to catch motorists causing traffic jam by parking on double yellow lines and vans unloading illegally.

About 20 cameras have been set up in the West End to detect and fine vehicle owners who park illegally, in an effort to keep traffic flowing and reduce traffic jam.

The scheme, which could eventually be extended nationwide, will also be used to spot and prosecute(起诉) people who attack parking attendants.

Although the cameras are primarily for parking offences, the police will be allowed to access to film footage(录象资料).

The introduction of the CCTV cameras by Westminster City Council follows an eight-week trial that resulted in a marked improvement in traffic flow. The trial showed that the number of offences committed trailed off(减弱,) over the time of the study and fewer penalty(处罚) notices were challenged.

Over the next three weeks Westminster is running an awareness campaign to inform drivers about its new parking enforcement. During this time motorists who disobey the regulations will be issued with a warning. After that, parking tickets will be issued.

The main focus of the new scheme is on double yellow lines and loading bays in areas such as Piccadilly, the Strand, Oxford Circus and Soho.

Dan Chalkley, Westminster council’s cabinet member for economic development and transport, said, “Our pilot scheme proved that CCTV is reliable and cost-effective.”

Paul Watters, the AA’s head of roads and transport policy, said, “A camera won’t spot the blue badge or note on the windscreen about the car being broken down.”

81. What’s the purpose of fixing CCTV cameras in the heart of London? (No more than 7 words )

_______________________________________________________________________________

82. What does Dan Chalkley think of CCTV? (No more than 4 words )

_______________________________________________________________________________

83. How will a driver be punished if he disobeys the regulations in the period of the awareness campaign? (No more than 7 words )

_______________________________________________________________________________

84. When will the new parking enforcement formally start? (No more than 3 words )

_______________________________________________________________________________

Eight-year-old Bethany and seven-year-old Eliza are having a great time jumping around in the orchard of their home in a village near Penrith. They can play any time they like because they don't go to school. Instead, they are educated at home by their parents, Paul and Veronika Robinson. But they don't have lessons, have never used a timetable and learn only what and when they want to learn.

"I want my kids to have freedom in their childhood, not spend it in an institution," says 37-year-old Veronika, "School is all about control and following the rules." Veronika and her 56-year-old husband Paul have never experienced the daily rush to get dressed and out of the door that is common in most households with school-aged children. "We get up at our leisure - usually around 8.30-ish," says Veronika. "We might visit a friend, or go to the library, and on Tuesdays we shop at the market. In summer, we spend most of our time outside and the girls entertain themselves a lot."

New research due to be published this spring reveals a very different picture of Britain's home educators. "Out of 297 families, 184 said that they never use a timetable," says Mike Fortune-Wood of Home Education UK. "Ninety per cent never or rarely use textbooks, and nearly all said that happiness, contentment and self-fulfillment were more important than academic achievement. Only 15% felt that planning what to learn was crucial."

So far, so good. But what, you might ask, are the children actually learning?

"It wasn't important to me that the girls could read by a certain age, but they both picked it up for themselves at around seven," says Robinson. "Weighing cooking ingredients uses maths, and making a shopping list teaches them to write. Observing five hens has taught the girls about survival of the fittest. "

But what about when the children grow up? Can they go to university? The home educators' answer is they can if they want to. There are a variety of routes into higher education, but probably the most common is to join a local college. This is what Gus Harris-Reid has done. "I was educated at home all my life. I'd never had a lesson or been inside a classroom until I started GCSEs," says the 18-year-old. "I'm now studying for 4 A-levels at Exeter College. I've had no problem with the work or with fitting in." When asked to reflect on his experience of home education, his considered response is, "Like a permanent holiday, really!" Not a bad start for someone who plans to take a mechanical engineering degree next year.

1. What is the topic of this article?

A. New ways of learning to read and write B. Problems with UK schools

C. Home education in the UK D. Wild, undisciplined children

2. Why do the Robinsons not send their children to school?

A. They think schools control children too much. B. They do not like the courses taught in schools.

C. They want to teach their children farming skills. D. They live in a remote area where there are no schools.

3. According to the article, in homes with school-going children, ______.

A. mornings are rushed and stressful. B. the children hardly ever go outside.

C. the family wakes up around 8.30am. D. the children must ask permission to go to the toilet.

4. Which of the following statements is NOT true?

A. Most home educators believe that happiness is more important than good grades.

B. Most home educators believe that planning is important.

C. Most home educators do not follow a timetable or use textbooks.

D. Most home educators are not worried about when their children learn to read and write.

5. What does the article say about home-educated children getting into university?

A. They learn so many useful skills at home that universities are happy to accept them.

B. They can get into university if they have 4 A-levels.

C. They can go to school later and get the qualifications they need in order to enter university.

D. Home education is so relaxed that they are likely to experience problems when faced with the pressures of a degree course.

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