“My kids really understand solar and earth-heat energy,” says a second-grade teacher in
The children don’t just plan any city . They map and analyze (分析)the housing , energy , and transportation requirements of their own district and foretell its needs in 100 years . With the aid of an architect （建筑師）who visits the classroom once a week , they invent new ways to meet these needs and build models of their creations . “Designing buildings of the future gives children a lot of freedom,” says the teacher who developed this program. “They are able to use their own rich imagination and inventions without fear of blame , because there are no wrong answers in a future context . In fact , as the class enters the final model-building stage of the program , an elected “official” and “planning group” make all the design decisions for the model city , and the teacher steps back and becomes an adviser .”
CBEP is a set of activities , games , and imitations that teach the basic steps necessary for problem-solving ; observing , analyzing, working out possible answers , and judging them based on the children’s own standards .
63．The Program is designed .
A．to direct kids to build solar collectors
B．to train young scientists for city planning
C．to develop children’s problem-solving abilities
D．to help young architects know more about designing
64．An architect pays a weekly visit to the classroom .
A．to find out kids’ creative idea . B．to discuss with the teacher
C．to give children lectures D．to help kids with their program
65．Who is the designer of the program ?
A．An official . B．An architect . C．a teacher . D．a scientist .
66．The children feel free in the program because .
A．they can design future buildings themselves
B．they have new ideas and rich imagination
C．they are given enough time to design models
D．they need not worry about making mistakes
科目：高中英語 來源：河南省方城二高2009-2010學年高一下學期期末模擬試題（英語） 題型：閱讀理解
Can you understand the beginning of this essay（短文）?
“My smmr hols wr CWOT. B4, we usd 2go2 NY 2C my bro, his GF & 3 kds FTF.”
The Scottish teacher who received it in class had no idea what the girl who wrote it meant. The essay was written in a form of English used in cell phone text messages（短信）. Text messages (also called SMS) through cell phones became very popular in the late 1990s. At first, mobile phone companies thought that text messaging would be a good way to send messages to customers, but customers quickly began to use the text messaging service to send messages to each other. Teenagers in particular enjoyed using text messaging, and they began to create a new language for messages called “texting.”
A text message is limited to 160 characters, including letters, spaces, and numbers, so messages must be kept short. In addition, typing on the small keypad of a cell phone is difficult, so it's common to make words shorter. In texting, a single letter or number can represent（代表） a word, like “r” for “are,” “u” for “you,” and “2” for “to.” Several letters can also represent a phrase, like “l(fā)ol” for “l(fā)aughing out loud.” Another characteristic（特征） of texting is the leaving out of letters in a word, like spelling “please” as “pls.”
Some parents and teachers worry that texting will make children bad spellers and bad writers. The student who wrote the essay at the top of this page said writing that way was more comfortable for her. (The essay said, “My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend, and their three kids face to face.”)
Not everyone agrees that texting is a bad thing. Some experts say languages always develop, and this is just another way in which English is changing. Other people believe texting will disappear soon. New technology for voice messages may soon make text messages a thing of the past.
1. What is the writer's opinion of text messaging?
A. The writer does not give his opinions.
B. It is not bad for children.
C. It will make children bad writers.
D. It is fun and easy to do.
2. Which characteristic of texting is NOT described in the passage?
A. Using letters to represent words.
B. Using phrases to represent essays.
C. Using letters to represent phrases.
D. Using numbers to represent words.
3. Which of the following was most probably the title of the student's essay?
A. My Smmr Hols B. CU in LA C. My GF D. My Gr8 Tchr
4. Why do some people think that texting is bad?
A. It costs too much. B. It's too difficult to type.
C. Teenagers won't learn to write correctly. D. It's not comfortable.
5. Why aren't some people worried about the effect of texting?
A. Not many people use texting.
B. Spelling in English is too difficult.
C. Teenagers quickly become bored with texting.
D. Texting will disappear because of new technology.
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科目：高中英語 來源：2013屆浙江省臺州中學高三第一次統(tǒng)練英語試卷（帶解析） 題型：閱讀理解
It’s 10:30 p.m., and 11-year-old Brandon Blanco is sound asleep at home. Suddenly, a loud noise wakes him up. Naturally, Brandon reaches for his cell phone. He blinks twice, and the message on the screen becomes clear: “R U awake?”
But the late-night text does not annoy Brandon. He gets frequent messages and calls, even after bedtime. And he can’t imagine life without them. “If I didn’t have a cell phone, I wouldn’t be able to talk to my friends or family as often,” he told the Kaiser Family Foundation.
Brandon’s use of technology doesn’t stop there. He also has a computer, a TV and three video-game consoles（控制臺）in his room. With so many devices, it is no surprise that when he is not at school, he spends nearly every waking minute using one or more of these devices. Brandon is hardly alone. According to a recent study by TFK, kids aged 8 to 18 are spending more time than ever before using electronic devices. How much time? More than seven and a half hours a day on average, the study found. That’s about an hour more than just five years ago.
The jump is the result of a huge explosion in mobile devices, says Victoria Rideout, the lead author of the study. “These devices have opened up many more opportunities for young people to use media, whether it’s on the bus, on the way to school or waiting in line at the pizza parlor,” says Rideout.
Often, kids multitask, or use more than one device at a time. “If you’ve got a chance to do something on your computer and take a phone call and have the TV on in the background, why not?” Media expert Cheryl Olson says. Most experts agree technology has much to offer kids. But some worry the kids could be missing out on other activities like playing outside or hanging out with friends. “It’s a matter of balance,” says Olson.
Multitasking while doing homework is another concern. Some kids listen to music, watch TV or use the phone while doing their homework. “It’s important to make sure that you can stop and concentrate on one thing deeply,” says Rideout.
With new and exciting devices hitting stores every year, keeping technology use in check is more important than ever. “Kids should try,” adds Rideout. “But parents might have to step in sometimes.”
【小題1】It can be learned from the text that _________.
| A．many teenagers lack friends in their middle school |
| B．kids have too many electronic devices to choose from |
| C．Brandon feels annoyed about his late-night message |
| D．Olson is against teenagers’ using mobile phones |
| A．Watching TV when using the computer. |
| B．Talking on the phone when lying on the sofa. |
| C．Playing video games after having lunch. |
| D．Listening to loud music while relaxing. |
| A．in order | B．in store | C．in control | D．in sight |
| A．do homework while watching TV |
| B．have less homework |
| C．spend more time on homework |
| D．do homework in a place without disturbance |
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科目：高中英語 來源：2012-2013學年四川省高三10月月考英語試卷（解析版） 題型：閱讀理解
It’s 5:00 in the morning when the alarm (鬧鐘) rings in my ears. I roll out of bed and walk blindly through the dark into the bathroom. I turn on the light and put on my glasses. The house is still as I walk downstairs while my husband and three kids sleep peacefully. Usually I go for a long run, but today I choose my favorite exercise DVD, Insanity. Sweat pours down my face and into my eyes. My heart races as I face my body to finish each movement. As I near the end of the exercise ,I feel extremely tired, but a smile is of my face. It’s a smile because the DVD is over , but a smile of success from pushing my body to its extreme limit.
Some people enjoy shopping, smoking , food, work, or even chocolate. But I need exercise to get through each day. Some shake heads when they see me run through the town. Others get hurt when I refuse to try just one bite of their grandmother’s chocolate cake. They raise their eyebrows, surprised by my “no thank you,” or by my choice to have a salad. Over the years , I have learned it’s okay to just say “no.” I shouldn’t feel sorry for refusing food that I don’t want to eat.
So what drives me to roll out of bed at 5:00 a.m.? What gives me the reason to just say no to ice cream? Commitment. A commitment to change my life with a way that reduces daily anxiety, increases self –confidence and energy, extends life and above all improves my body shape. This is the point where a smile appears on my face as I look at myself in the mirror or try on my favorite pair of jeans that now fit just right. It’s through commitment and sweat that I can make a difference within myself inside and out.
1.Why is there a smile on the author’s face in the morning?
A. Because she sees her family sleeping peacefully.
B. Because she finishes her favorite exercise
C. Because she enjoys the interesting DVD
D. Because she feels a sense of achievement
2. Which of the following is true according to Paragraph?
A. She doesn’t like others r politely
B. She likes to make others surprised
C. Others don’t understand what she does
D. Others try to help her by offering her food
3.What does the underlined word “commitment” in the last paragraph mean?
A. Good health B. Firm belief
C. A strong power D. A regular habit
4.What can we learn about the author from the text?
A. She acts in a strange way
B. She wants to look different from others
C. She aims to develop a good body shape
D. She has difficult getting along with others
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科目：高中英語 來源： 題型：閱讀理解
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科目：高中英語 來源： 題型：閱讀理解
A Child’s History of the World
Our Price: $28.00
Item #: 010821
ISBN: 978-8-8828-7028-7
Grades: 4—Adult
Product Description
V. M. Hillyer, the first headmaster of Calvert School, spent many of his school years studying only American history. Believing that studying world history would broaden children’s horizons and give them a better understanding of the world and history in general, he set out to write an understandable and comprehensive world history children could enjoy. A Child’s History of the World functions to familiarize young children with some historical events and people of significance while reading like a good story. The subjects are covered in chronological order, from the beginning of the world through the end of the Cold War. This gives the child a linear view of world history that allows the details to be filled in later. A Child’s History of the World is a basic reader and is not intended to be used as a supplementary reader.
Customer Reviews
This is a must-have book. It is a complete and engaging curriculum that is easy to use and understand. My girls are so close in age I was able to use it with all three at once and they loved it. And it’s inexpensive! Love the way it is written.
Katrena R. from Shingle Springs, CA
This is a great book. Everyone (elementary/primary aged) should have this book in their homeschooling library. My kids (ages 4-9) have all enjoyed this book. It is engaging and well written for young ones. There is a lot of information packed into this book and it is presented in a way that is not boring for kids. It is kind of like The Story of the World.
Patrice T. from Seattle
59. We can know that A Child’s History of the World ________.
A. included many original historical pictures
B. included many interesting historical details
C. was introduced to Calvert School by V. M. Hillyer
D. was first used as a history textbook at Calvert School
60. A Child’s History of the World was written ________.
A. in order of space B. in order of time
C. in numerical(of numbers) order D. in alphabetical order
61. From A Child’s History of the World, children can know _________.
A. important events in America
B. famous places of historical interest
C. lives of many famous people in the past
D. some stories of ordinary people in the past
62. According to Katrena R, her children _________.
A. read A Child’s History of the World to each other
B. learned A Child’s History of the World together
C. each had a copy of A Child’s History of the World
D. used A Child’s History of the World to improve their writing
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