题目内容
“Students turning to memory-improving foods during the countdown to exams．” The UK’s largest supermarket said today．
“Sales of healthy ‘brainpower’ products such as fish, peppers, spinach, avocado and fresh fruit have soared in recent weeks,” Tesco says．
Demand for coffee has also risen sharply, especially in towns and cities where there are large universities and colleges．
The retailer believes students are creating an annual surge in foods thought to improve concentration during the revision period．A Tesco spokesman said the supermarket was considering marketing some of these items as “brainfood” for students in future．
Sales of fish---particularly salmon, mackerel, and cod---were up on the same period last year．Demand for vitamin packed fresh fruit has also soared．
Tesco believes mothers are now encouraging A-level and GCSE students to eat memory-boosting food while they revise．
The supermarket’s produce director, Peter Durose, said the upturn in “brainfood” sales was more marked this year than ever before．
“Students are getting wise to the fact that by using a good diet to aid their studying, they can boost their performance at this vital time,” he said．“Word is obviously going round universities and colleges because each year sales of ‘brainpower’ foods go up around this time．”
1．The underlined word “soared” in the second paragraph means ____．
A．increased rapidly B．disappeared C．sold out D．dropped quickly
2．Which of the following is NOT true?
A．Students’ parents are encouraging them to eat memory-improving foods．
B．Students think they can get good marks in exams by eating brainpower foods．
C．The businessman is glad about the sales of products．
D．Rumors spread throughout the universities and colleges．
3．The reason why the students eat “brainpower” foods is that ____．
A．they are rich in vitamins B．they are low in fat
C．they are helpful in memory D．they are delicious and tasty
4．When are “brainpower” foods sold well?
A．During the revision period． B．After the exam period．
C．Before the revision period D．During the exam period．
ABCA
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填人最恰当的单词。
注意：每空格1个单词。
Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high-risk behaviors, and help young people grow into healthy, successful adults.
The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug-taking, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting different kinds of fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.
Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage matters -- young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression, suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have a promising future, how they are designed and run matters.
Title: Quality After-school Programs
| Purpose | 1. academic performance 2. Decreasing youth crimes and other high-risk behaviors 3. Helping young people grow into healthy, successful adults | |
| Effects | 1. Improved academic performance ● better work ● higher rates of homework completion ● improved grades and higher scores ● fewer absences and blame | Helping young people become members making a contribution to |
| 2. Decreased high-risk teen behaviors ● decreased rates of crime ●drug ● teen sex among youth | ||
| 3. Various development ● development ● mental development ● social development | ||
| Factor | 1. Dosage matters. 2. matter. 3. Qualities matter. | |
|
| The future of after-school programs is promising, how to design and run the programs is very . | |