Putting in water fountains(ˮ) at schools, and teaching children about the health benefits of water, could reduce their risk of getting extra pounds, reports a new study that is published in the latest issue of the journal pediatrics.
The findings are based on a survey in 32 elementary schools of two German cities, Dortmund and Essen. The researchers, led by Rebecca Muckelbauer, a nutrionist at the Research Institute of Child Nutrition Dortmund, weighed about 3,000 children, and asked them about their beverage() consumption.
At the beginning of the school year, the experts had water fountains added to 17 of the schools. The scientists also worked with teachers to carry out educational programs that promote the benefits of drinking water. In contrast to schools in the United States, there are very few schools in Germany that have water fountains.
At the beginning of the study, there were no big differences in the number of overweight children in different groups. But by the end of the school year, children in the schools with water fountains were 31 percent less likely to gain extra pounds, compared to kids who went to other schools, where water drinking was not encouraged.[Դ:ѧ
Children in the schools with fountains, increased their water consumption from about 3 up to 4 glasses a day, while those in the other schools continued to drink an average of 3 glasses. Over the research, the number of overweight kids upped from 384 to 385 out of 1,641 at the schools with water fountains. In comparison, the number of overweight kids at the other schools increased from 339 to 364 out of 1,309, Dr. Muckelbauer said.
The experts cannot make any final conclusions and explain why the students who were encouraged to drink water were less likely to gain extra weight. Dr. Muckelbauer noted that according to a few other studies, drinking of water increases the rate at which calories are burned, while some other research suggested that water may temporarily decrease appetite.
1.According to the text, the journal Pediatrics__________.
A. may cover the subject of the health of children
B. mainly deals with the water drinking problem
C. is mainly about the mental health of kids
D. must be a journal entitled(Ȩ) by a school
2.What do we know about the survey from the text?
A. The teacher were also encouraged to drink water.
B. The students surveyed were all overweight.
C. It surveyed children in the countryside.
D. It lasted for a whole school year.
3.The fifth paragraph is mainly about __________.
A. the technique used in the survey B. the benefits of the survey
C. the process of the survey D. the result of the survey
4.What can be learned from the last paragraph?
A. Drinking water definitely decreases appetite.
B. Further research is needed to confirm the finding.
C. The experts will encourage all the students to drink water.
D. Why students drinking more get less pounds will be clear soon.
高二英语阅读理解中等难度题
Putting in water fountains(ˮ) at schools, and teaching children about the health benefits of water, could reduce their risk of getting extra pounds, reports a new study that is published in the latest issue of the journal pediatrics.
The findings are based on a survey in 32 elementary schools of two German cities, Dortmund and Essen. The researchers, led by Rebecca Muckelbauer, a nutrionist at the Research Institute of Child Nutrition Dortmund, weighed about 3,000 children, and asked them about their beverage() consumption.
At the beginning of the school year, the experts had water fountains added to 17 of the schools. The scientists also worked with teachers to carry out educational programs that promote the benefits of drinking water. In contrast to schools in the United States, there are very few schools in Germany that have water fountains.
At the beginning of the study, there were no big differences in the number of overweight children in different groups. But by the end of the school year, children in the schools with water fountains were 31 percent less likely to gain extra pounds, compared to kids who went to other schools, where water drinking was not encouraged.[Դ:ѧ
Children in the schools with fountains, increased their water consumption from about 3 up to 4 glasses a day, while those in the other schools continued to drink an average of 3 glasses. Over the research, the number of overweight kids upped from 384 to 385 out of 1,641 at the schools with water fountains. In comparison, the number of overweight kids at the other schools increased from 339 to 364 out of 1,309, Dr. Muckelbauer said.
The experts cannot make any final conclusions and explain why the students who were encouraged to drink water were less likely to gain extra weight. Dr. Muckelbauer noted that according to a few other studies, drinking of water increases the rate at which calories are burned, while some other research suggested that water may temporarily decrease appetite.
1.According to the text, the journal Pediatrics__________.
A. may cover the subject of the health of children
B. mainly deals with the water drinking problem
C. is mainly about the mental health of kids
D. must be a journal entitled(Ȩ) by a school
2.What do we know about the survey from the text?
A. The teacher were also encouraged to drink water.
B. The students surveyed were all overweight.
C. It surveyed children in the countryside.
D. It lasted for a whole school year.
3.The fifth paragraph is mainly about __________.
A. the technique used in the survey B. the benefits of the survey
C. the process of the survey D. the result of the survey
4.What can be learned from the last paragraph?
A. Drinking water definitely decreases appetite.
B. Further research is needed to confirm the finding.
C. The experts will encourage all the students to drink water.
D. Why students drinking more get less pounds will be clear soon.
高二英语阅读理解中等难度题查看答案及解析
Putting in water fountains (饮水器) at schools, and teaching children about the health benefits of water, could reduce their risk of getting extra pounds, reports a new study that is published in the latest issue of the journal Pediatrics.
The findings are based on a survey in 32 elementary schools of two German cities, Dortmund and Essen. The researchers, led by Rebecca Muckelbauer, a nutritionist(营养学家) at the Research Institute of Child Nutrition Dortmund, weighed about 3,000 children, and asked them about their beverage consumption(饮料消费量).
At the beginning of the school year, the experts had water fountains added to 17 of the schools. The scientists also worked with teachers to carry out educational programs that promote the benefits of drinking water. In contrast to schools in the United States, there are very few schools in Germany that have water fountains.
At the beginning of the study, there were no big differences in the number of overweight children in the different groups. But by the end of the school year, children in the schools with water fountains were 31 per cent less likely to gain extra pounds, compared to kids who went to other schools, where water drinking was not encouraged.
Children in the schools with fountains increased their water consumption from about 3 up to 4 glasses a day, while those in the other schools continued to drink an average of 3 glasses. Over the research, the number of overweight kids upped from 384 to 385 out of 1,641 at the schools with water fountains. In comparison, the number of overweight kids at the other schools increased from 339 to 364 out of 1,309, Dr. Muckelbauer said.
The experts cannot make any final conclusions and explain why the students who were encouraged to drink water were less likely to gain extra weight. Dr. Muckelbauer noted that according to a few other studies, drinking of water increases the rate at which calories are burned, while some other research suggested that water may temporarily decrease appetite (食欲).
1.What do we know about the survey from the passage?
A. The teachers were also encouraged to drink water.
B. The students surveyed were all overweight.
C. It surveyed children in the countryside.
D. It lasted for a whole school year.
2. What can be learned from the last paragraph?
A. Drinking water certainly decreases appetite.
B. Further research is needed to confirm the finding.
C. The experts will encourage all the students to drink water.
D. Why students drinking more get less pounds will be clear soon.
3. What would be the best title for the passage?
A. Schools with water fountains
B. Drink more water and become thinner
C. Water fountains at schools help kids stay thin
D. Water consumption at some German schools
高二英语阅读理解中等难度题查看答案及解析
For second degree burns ,keep cloths cool by putting them back in a basin of cold water, 1. and placing them on the burned area 2. for about an hour until the pain is not so bad .Cover the burned area with a dry, clean bandage that will not stick to the skin . Hold the bandage 3. with tape.
My first assignment was as a(an) 4. to a famous fashion editor, who was going to take a photos of a model by the name of WangLi .I was5. as I was to assist him .We hadn’t gone far when our 6. called……She explained that as an 7. she expected all the photographs to8. her before the deadline. My colleague 9. the situation and announced that as this was 10. he would have to refer the matter to his editor .
高二英语语法填空中等难度题查看答案及解析
For second degree burns ,keep cloths cool by putting them back in a basin of cold water, 1. and placing them on the burned area 2. for about an hour until the pain is not so bad .Cover the burned area with a dry, clean bandage that will not stick to the skin . Hold the bandage 3. with tape.
My first assignment was as a(an) 4. to a famous fashion editor, who was going to take a photos of a model by the name of WangLi .I was5. as I was to assist him .We hadn’t gone far when our 6. called……She explained that as an 7. she expected all the photographs to 8. her before the deadline. My colleague 9. the situation and announced that as this was10. he would have to refer the matter to his editor .
高二英语语法填空中等难度题查看答案及解析
For second degree burns ,keep cloths cool by putting them back in a basin of cold water, 1. and placing them on the burned area 2. for about an hour until the pain is not so bad .Cover the burned area with a dry, clean bandage that will not stick to the skin . Hold the bandage 3. with tape.
My first assignment was as a(an) 4. to a famous fashion editor, who was going to take a photos of a model by the name of WangLi .I was5. as I was to assist him .We hadn’t gone far when our 6. called……She explained that as an 7. she expected all the photographs to 8. her before the deadline. My colleague 9. the situation and announced that as this was 10. he would have to refer the matter to his editor .
高二英语其他题中等难度题查看答案及解析
Teaching a child to read at a young age gives him a valuable start in life. Reading is the basic part of education and a child’s reading ability will influence his school success greatly. Learning difficulties, many of which begin from poor reading skills, can damage a school child’s confidence and affect his future achievement. Young children are programmed to learn and they can learn better with encouragement. Ten to twenty minutes of reading a day still leaves plenty of time for play.
Many parents are concerned that learning to read is too challenging a task for a pre-school child, but they should also remember that most children learn to speak by the time they are 3. Learning a language is probably the single most challenging task any individual can undertake, yet children do it without formal instruction, achieving the fluency much better than adult language students.
There is a window of opportunity in terms of IQ development, which is most open during a child’s early years. A scientific study, carried out by Dr. Peter Huttenlocher at the University of Chicago, showed that the number of connectors, called synapses（神经元突触）, between the nerve endings in a newborn baby’s brain is similar to the number in the average adult brain. These synapses increase rapidly during early childhood. By 12-24 months a child’s brain has about 50% more synapses than the average adult brain. After that the synapses which are not in use begin to atrophy（衰退）. For most people, from age 16, the number remains steady. It begins to drop again as we move into our golden years. Doing intellectual activities at a young age, such as learning to read, can stimulate（刺激）and preserve these connectors in the brain resulting in a long-term beneficial（有益的）effect on IQ development.
Another notable study is probably the Milwaukee project. This study took a group of babies, all of whose mothers had low IQs, and gave them special training for seven hours a day, five days a week, until they started first grade. By the age of 6 these children had an average IQ 30 points higher than their contemporaries. The overwhelming conclusion is that the early intellectual stimulation can have a positive, long-term effect on a child’s brain development.
From birth you should talk to and explain things to your baby. Reading to him can be a wonderful way of spending quality time with your child. The enjoyment of books and being familiar with the idea of print will pave the way for（为……铺平道路）learning to read later.
If your child is a fast learner you can help him realize his potential by introducing him to the joy of the printed word at an early age. This will lay the foundations（基础）for both a high achieving school career and a lifelong love of reading. If your child shows early signs of reading difficulties, your efforts may help him get rid of such problems before he goes to school.
It can be difficult to teach your own child because emotional（引起情绪激动的）issues arise easily. Online programs for learning to read English are excellent options. They allow children to repeat new materials as many times as they need to, without wearing out the parents’ patience.
1.What does the passage mainly discuss?
A. Children should be taught to read at an early age.
B. Children can read better than most adult students.
C. Children have more synapses than most adults.
D. Children are supposed to learn to read on the Internet.
2.Why does the author mention the study by Dr. Peter Hutten locher?
A. To remove parents’ worry.
B. To explain IQ development.
C. To explain how a baby’s brain works.
D. To show the parents’ wrong ideas.
3.How can children benefit from learning to read at a young age?
A. It can build up great confidence in their mind.
B. It can help preserve the connectors in their brains.
C. It can help produce more connectors in their brains.
D. It can help them find both their weaknesses and strengths.
4.At the end of this passage the author advises _______.
A. parents not to get angry too often
B. children to enjoy reading as early as possible
C. children not to wear out their parents’ patience
D. parents to get their children to take an online program
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes（请假条） I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.
The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn't realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note---the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study.”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”
1.What did the author do with the students found dishonest?
A.He reported them to the headmaster.
B.He lectured（训诫）them hard on honesty.
C.He had them take notes before lunch.
D.He helped improve their writing skills.
2.The underlined word “forged” in the third paragraph means .
A.former B.copied
C.false D.honest
3.The author found that compared with the true excuse notes, the produced ones by the students were usually .
A.less imaginative B.more impressive
C.loss lively D.more serious
4.The author had the students practice writing excuse notes so that students could learn .
A.the importance of being honest B.how to write excuse notes skillfully
C.the value of creative writing D.how to be creative in writing
5.What did the headmaster think of the author’s way of teaching?
A.Effective. B.Difficult
C.Misleading. D.Reasonable.
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day. The forged excuse notes made a large pile, with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard putting 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note --- the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worthy of study. ”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’.” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you. ”
1.What did the author do with the students found dishonest?
A．He reported them to the headmaster. B．He lectured them hard on honesty.
C．He had them take notes before lunch. D．He helped improve their writing skills.
2.The author found that compared with the true excuse notes, the produced ones by the students were usually ________.
A．less impressive B．less convincing C．worse written D．more imaginative
3.The author had the students practice writing excuse notes so that the students could learn_________.
A．the importance of being honest B．how to be creative in writing
C．the pleasure of creative writing D．how to write excuse notes skillfully
4. The underlined word “forged” in the second paragraph means “________”.
A．false B．copied C．former D．honest
5.What did the headmaster think of the author’s way of teaching?
A．Misleading. B．Difficult C．Effective. D．Reasonable.
高二英语阅读理解中等难度题查看答案及解析
I was in my third year of teaching creative writing at a high school in New York, when one of my students, 15-year-old Mikey, gave me a note from his mother. It explained his absence from class the day before.
I had seen Mikey himself writing the note at his desk. Most parental-excuse notes I received were penned by my students. If I were to deal with them, I’d be busy 24 hours a day.
The forged excuse notes made a large pile(堆), with writing that ranged from imaginative to crazy. The writers of those notes didn’t realize that honest excuse notes were usually dull: “Peter was late because the alarm clock didn’t go off.”
Isn’t it remarkable, I thought, how the students complained and said it was hard to put 200 words together on any subject? But when they produced excuse notes, they were brilliant.
So one day I typed out a dozen excuse notes and gave them to my classes. I said, “They’re supposed to be written by parents, but actually they are not. True, Mikey?” The students looked at me nervously.
“Now, this will be the first class to study the art of the excuse note—the first class, ever, to practice writing them. You’re so lucky to have a teacher like me who has taken your best writing and turned it into a subject worth studying.”
Everyone smiled as I went on, “You used your imaginations. So try more now. Today I’d like you to write ‘An Excuse Note from Adam to God’ or ‘An Excuse Note from Eve to God’. ” Heads went down. Pens raced across paper. For the first time ever I saw students so careful in their writing that they had to be asked to go to lunch by their friends.
The next day everyone had excuse notes. Heated discussions followed. The headmaster entered the classroom and walked up and down, looking at papers, and then said, “I’d like you to see me in my office.”
When I stepped into his office, he came to shake my hand and said, “I just want to tell you that that lesson, that task, whatever the hell you were doing, was great. Those kids were writing on the college level. Thank you.”
1.What did the author do with the students found dishonest?
A. He reported them to the headmaster.
B. He lectured them hard on honesty.
C. He had them take notes before lunch.
D. He helped improve their writing skills.
2. The author had the students practice writing excuse notes so that the students could learn ______.
A. the importance of being honest
B. how to write excuse notes skillfully
C. the pleasure of creative writing
D. how to be creative in writing
3. The underlined word “forged” in the second paragraph means“______”.
A. dull B. copied C. dishonest D. parental
4. What did the headmaster think of the author’s way of teaching?
A. Excellent. B. Difficult. C. Incorrect. D. Reasonable.
高二英语阅读理解中等难度题查看答案及解析
Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.
Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math. “If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.
Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.
The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.
Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math—and all of these girls had been taught by female teachers with math anxiety.
According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.
1.Sian Beilock and Susan Levine carried out the new research in order to ___________.
A．know the effects of teaching on learning B．study students’ ways of learning math
C．prove women teachers are unfit to teach math D．find better teaching methods for teachers
2.The underlined part in paragraph 2 most probably means that girls may ___________.
A．end up learning math anxiety from their teachers
B．study the ways their female teachers behave
C．have an influence on their math-anxious female teachers
D．gain unexpected achievement in such subjects as math
3.In the study, what were the teachers required to do?
A．Prepare two math achievement tests for the students
B．Tell their feelings about math problems
C．Answer whether a math superstar had to be a boy
D．Compare the students’ scores after the math tests
4.What is the finding of the new study?
A．No male students were affected by their teachers’ anxiety
B．Almost all the girls got lower scores in the tests than the boys
C．About 30% of the girls thought boys are better at math than girls
D．Girls with math-anxious teachers all failed in the math tests
5.Which of the following is TRUE according to the text?
A．117 students and teachers took part in the new study
B．The researchers felt surprised at the findings of their study
C．Beilock and Levine are interested in teaching math
D．Men teachers are better at teaching math than women teachers
高二英语阅读理解中等难度题查看答案及解析