I don’t ever want to talk about being a woman scientist again. There was a time in my life when people asked constantly for stories about what it’s like to work in a field controlled by men. I was never very good at telling those stories because truthfully I never found them interesting. What I do find interesting is the origin of the universe, the shape of space-time and the nature of black holes.
At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in the classroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started to bother me. My every achievement — jobs, research papers, awards — was viewed from the angle of gender（性别）. So were my failures.
Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply to any and all provocations（挑衅）: I don’t talk about that anymore. It took me 10 years to get back the confidence I had at 19 and to realize that I didn’t want to deal with gender issues. Why should curing sexism be yet another terrible burden on every female scientist?
Today I research and teach at Barnard, a women’s college in New York City. Recently, someone asked me how many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer, 45. I know some of my students worry how they will manage their scientific research and a desire for children. And Idon’t dismiss those concerns. Instead, I have given them this: the visual of their physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of 45 women driven by a love of science. And that’s a sight worth talking about.
1. Why doesn’t the author want to talk about being a woman scientist again?| A．She finds space research more important. |
| B．She is not good at telling stories of the kind. |
| C．She is fed up with the issue of sexual discrimination. |
| D．She feels unhappy working in male-controlled fields. |
| A．People’s fixed attitude toward female scientists. |
| B．Lack of confidence in succeeding in space science. |
| C．Widespread misunderstanding about her space research. |
| D．Unfair treatment from both inside and outside her circle. |
| A．Women should do science experiments while having a baby. |
| B．Women can balance a career in science and having a family. |
| C．Women now have fewer problems pursuing a science career. |
| D．Women have more barriers on their way to academic success. |
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【推荐1】Children moving from primary to secondary school are ill-equipped to deal with the impact of social media, as it is playing an increasingly important role in their lives and exposing them to significant emotional risk, according to a recent report by the Office of the Children’s Commissioner for England.
The report shows that many children in year 7 -- the first year of secondary school, when almost all students will have a phone and be active on social media -- feel under pressure to be constantly connected.
They worry about their online image, particularly when they start to follow celebrities on Instagram and other platforms. They are also concerned about “sharenting” -- when parents post pictures of them on social media without their permission – and worry that their parents won’t listen if they ask them to take pictures down.
The report, which was created with data from focus group interviews with 8 to 12-year-olds, says that although most social media sites have an official age limit of 13, an estimated 75 percent of 10 to 12-year-olds have a social media account.
Some children are almost addicted to “likes”, the report says. Aaron, an 11-year-old in year 7, told researchers, “If I got 150 likes, I’d be like, that’s pretty cool, it means they like you.” Some children described feeling inferior(差的) to those they follow on social media. Aimee, also 11, said, “You might compare yourself because you’re not very pretty compared to them.”
Children’s Commissioner for England Anne Longfield is calling on parents and teachers to do more to prepare children for the emotional impact of social media as they get older. She wants to see the introduction of compulsory digital literacy and online resilience (适应力) lessons for students in year 6 and 7.
“It is also clear that social media companies are still not doing enough to stop under-13s using their platforms in the first place,” Longfield said.
“Just because a child has learned the safety messages at primary school does not mean they are prepared for all the challenges that social media will present,” Longfield said.
“It means a bigger role for schools in making sure children are prepared for the emotional demands of social media. And it means social media companies need to take more responsibility,” Longfield said.
1. What does this text mainly tell us?| A．Children are not entirely able to handle the impact of social media. |
| B．Social media occupies too much time for secondary school freshmen. |
| C．Many secondary school freshmen suffer from social media-related stress. |
| D．An increasing number of children in year 7 are being exposed to social media. |
| A．about becoming addicted to social media |
| B．about how they are seen on social media sites |
| C．that their parents won’t allow them to post pictures |
| D．that their parents will monitor their use of social media |
| A．their followers | B．children of the same age |
| C．their parents | D．celebrities they follow |
| A．parents monitor how their children use social media |
| B．social media companies set an official age limit of 13 |
| C．schools help equip students for the challenges of social media |
| D．social media companies create special sites for children under 13 |
【推荐2】People always think men are more skilled than women in driving. Nowadays women appear to have a positive image of themselves as safer drivers than men.
In a survey done by insurer MetLife, 51% of women said they drive more safely. The evidence is on their side: Men are 3.4 times more likely than women to get a ticket for careless driving and 3.1 times as likely to be punished for drunk driving. “Women are on average less aggressive and more law abiding(手法的) drivers, which leads to fewer accidents,” the report says. However, not all male drivers share the same opinion. Of the men surveyed by MetLife, 39% claimed male drivers were safer. The findings did back them up on one point: automotive knowledge. The report showed that more men are familiar with current safety equipment such as electronic stability control, which helps prevent rollover accidents.
Auto safety unavoidably matters to money. Insurance companies focus on what classes of drivers have the lowest dollar amounts of claims, and for now, that mainly includes women. In general, women pay about 9% less for auto insurance than men. A study by the website Insweb also showed that auto insurance rates are lower for women in most states. Among individual states, women get the greatest advantage in Wyoming(where they pay 20% less), South Dakota and Washington, D.C., where their insurance costs are 16% lower.
“More than 11,9000 male drivers died in U.S. traffic accident in 2009, compared with just under 4,900 women drivers,” according to the study. “Based on miles traveled, men died at a rate of 2.5 deaths per 100 million miles traveled, vs. 1.7 deaths for women.”
1. According to the study, male drivers __________.| A．are less aggressive while driving |
| B．are more skilled at auto knowledge |
| C．are more likely to stick to driving laws |
| D．are less familiar with safety equipment |
| A．cause more accidents on the road but ask for little |
| B．cause little damage and pay more money to the insurance companies |
| C．are more careful drivers and cause less damage |
| D．make up the most part of the insurance clients |
| A．men are 3.1 times more likely to get tickets than women |
| B．all women in the USA pay the same for their auto insurance |
| C．more female drivers die every year than male drivers |
| D．women are generally safer drivers than the opposite sex |
| A．giving examples | B．making comparisons |
| C．drawing a conclusion | D．presenting an argument |
【推荐3】For many adolescents, “screen time” is almost a full-time job that could lead to obesity, diabetes and other health issues, a Canadian researcher says.
Adolescents now spend an average of six hours a day in front of some type of screen, whether it’s a television or computer screen or one of the many portable devices now popular with young people, studies done by Dr. Ian Michael Janssen show. “They spend more hours daily in front of a screen than they do in a classroom in a given year,” said Janssen, a researcher at Queen’s University in Kingston, Canada
. The result is a rise in obesity rates among adolescents. Unfortunately, fixing the problem isn’t as easy as simply cutting down screen time, Janssen cautions. “Decreasing screen time will not automatically increase physical activity levels,” said Janssen, Some active kids also spend a lot of time in front of television and computer screens, and some kids who have low screen times also have low levels of physical activity, he points out.
As well, screen time is not necessarily bad, Janssen said. “The tricky part is that children today need to be using computers,” he said. Computers are required for schoolwork, and technological skills are important for future job prospects. The quality of screen time matters too, along with the quantity---consider the negative health messages found in food advertising during children’s shows, he said. Ideally, children should aim for no more than two hours of recreational screen time a day.
Janssen’s real worry about the rise in childhood obesity rates is not that there are now rare cases of type diabetes in kids, where once there were none, but the health problems these children are likely to face in the future as adults, including high blood pressure, high cholesterol and cardiovascular disease.
1. Which one doesn’t belong to “screen time” according to the passage?| A．Watching TV. | B．Surfing the Internet. |
| C．Seeing a film on an MP4. | D．Making a telephone call. |
| A．lose weight. | B．decrease screen time |
| C．take physical activities | D．go on a diet |
| A．Concerned. | B．Passive. |
| C．Positive. | D．Frightened. |
| A．many of the people having full-time jobs suffer from obesity and diabetes. |
| B．decreasing screen time can’t really solve the problem |
| C．children today most use computers to finish their school work |
| D．a new type of obesity in kids becomes Janssen’s real worry |
【推荐1】A recent study published in the journal Science Advances has revealed that the United States ranks as high as third among countries contributing to coastal plastic pollution. The new research challenges the once-held assumption that the US is adequately “managing” its plastic waste. A previous study using 2010 data that did not account for plastic waste exports had ranked the US 20th, globally, in its contribution to ocean plastic pollution.
Using plastic waste generation (产生) data from 2016 — the latest available global numbers — scientists calculated that more than half of all plastics collected for recycling (1.99 million tons of 3.91 million tons collected) in the US were shipped abroad. Of this, 88% of exports went to countries struggling to effectively manage plastics; and between 15-25% was low-value or contaminated (受污染的). It means it was unrecyclable. Taking these factors into account, the researchers estimated that up to 1 million tons of US-generated plastic waste ended up polluting the environment beyond its own borders.
Using 2016 data, the paper also estimated that between 0.91 and 1.25 million tons of plastic waste generated in the US was either littered or illegally dumped into the environment domestically. Combined with waste exports, this means the US contributed up to 2.25 million tons of plastics into the environment. Of this, up to 1.5 million tons of plastics ended up in coastal environments. This ranks the US as high as third globally in contributing to coastal plastic pollution.
“The US generates the most plastic waste of any other country in the world, but rather than looking the problem in the eye, we have outsourced it to developing countries,” said Nick Mallos, senior director of Ocean Conservancy’s Trash Free Seas program and a co-author of the study. “The solution has to start at home. We need to create less, by cutting out unnecessary single-use plastics; we need to create better, by developing innovative new ways to package and deliver goods; and where plastics are inevitable, we need to greatly improve our recycling rates.”
“Previous research has provided global values for plastic input into the environment and coastal areas, but detailed analyses like this one are important for individual countries to further assess their contributions,” said Dr. Jenna Jambeck, Distinguished Professor at the University of Georgia’s College of Engineering and a co-author of the study. “In the case of the United States, it is critically important that we examine our own backyard and take responsibility for our global plastic footprint.”
1. Compared with the previous study, the new one ________.| A．covers data more comprehensively |
| B．excludes plastic waste shipped abroad |
| C．is contrary to the latest global numbers |
| D．challenges the recycling way of plastics |
| A．Over half of it ended up polluting the environment outside the US. |
| B．Most of its exported plastic waste wasn’t worth recycling. |
| C．Less than half of it was actually recycled domestically. |
| D．More of it is littered or illegally dumped than exported. |
| A．plastic pollution in developing countries is more serious |
| B．US has been irresponsible in dealing with its plastic waste |
| C．US should cooperate with others to handle its plastic waste |
| D．innovative means are needed to eliminate single-use plastics |
| A．Plastic Pollution Great Risk to Marine Life |
| B．US Top Contributor to Coastal Plastic Pollution |
| C．Plastic Waste Major Source of Coastal Pollution |
| D．Recycling Effective Way to Address Plastic Waste |
【推荐2】It is not unusual for people to speak two or three languages; they're known as bilinguals or trilinguals. Speakers of more than three languages are known as polyglots. And when we refer to people who speak many languages, perhaps a dozen or more, we use the term hyper-polyglot.
The most famous hyper-polyglot was Giuseppe Mezzofanti, a 19th century Italian cardinal, who was said to speak 72 languages. This claim sounds absurd(荒谬的). If you assume each language had 20,000 words. Mezzofanti would have to learn a word a minute, six hours a day, for eleven years—an impossible task. But Mezzofanti was tested by critics, and they were all impressed.
Did Mezzofanti have an extraordinary brain? Or are hyper-polyglots just ordinary people with ordinary brains who manage to do something extraordinary through hard work?
U. S. linguist Stephen Drashen believes that outstanding language learners just work harder at it and then they acquire unusually strong language ability. As an example, he mentions a Hungarian woman who worked as an interpreter during the 20th century. When she was 86, she could speak 10 languages and was still working on learning new languages. She said she learned them mostly on her own, reading fiction or working through dictionaries or textbooks.
Some researchers argue to the contrary. They believe that there is such a thing as a talent for learning languages. In the 1930s, a German scientist examined parts of the preserved brain of a hyper-polyglot named Emil Krobs, who could speak 60 languages fluently. The scientist found that the area of Krebs's brain called Broca's area, which is associated with language, looked different from the Broca's area in the brains of men who speak only one language. However, we still don't know if Krebs was born with a brain ready to learn dozens of languages or if his brain adapted to the demands he put on it.
Although it is still not clear whether the ability to learn many languages is in born, there's no doubt that just about all of us can acquire skills in a second, third, or even fourth language by putting our mind to it.
1. The author seems to agree that__________| A．it is unusual for people to be bilinguals or trilinguals. |
| B．it is clear whether the ability to learn many languages is born |
| C．there is such thing as a talent for languages |
| D．hyper-polyglots have an inborn talent for language |
| A．Mezzofanti could remember 360 words a day | B．Mezzofanti had a special way to learn languages. |
| C．Mezzofanti's achievement was ridiculous(荒唐的) | D．Mezzofanti's language ability was astonishing |
| A．good memory | B．hard work | C．unique brain | D．learning methods |
| A．had an unusual brain | B．was born with great talent |
| C．had worked hard at languages | D．expected too much of himself |
| A．To present new findings on hyper-polyglots. | B．To introduce some famous hyper-polyglots. |
| C．To explain what hyper-polyglots do. | D．To explore if hyper-polyglots are born talented. |
【推荐3】Gesture is the use ol such movements to express thought, emotion, etc. A gesture can be many things. Slamming a book shut shows anger and frustration. Opening a door lor someone shows kindness. Gestures go much beyond small actions.
My friend once told me a story in high school. One day he met a girl who was on the girls’ basketball team. He said hello, gave her a hard handshake and wished her good luck as she had a game later. He came to find out he saved that girl’s life. She had planned on committing suicide and by shaking her hand and saying good luck, he made her realize someone really cared about her. I’m not saying all actions are going to change someone else’s life that much, but it may make their day better.
Gestures can be negative too. In my senior year of high school， a guy on my football team was late and was walking down the field to practice. Everyone on the team knows our coach hates it when people are late and walk on the field. He was walking in as if he owned the place and had no care of what his teammates were thinking. His body language had never been good. The other players on the team had never liked him because of his body language.
Gestures can often say more than a person wants. One day I was mad at my parents for some pointless reason. All day I stayed downstairs. When one of them walked by, I would just stare at the TV or my phone and hope they wouldn’t try to start a conversation. When they tried to talk to me，I would give one-word answers. Sitting on the couch and watching TV by myself all day was not my intent but that was what my gestures told my parents.
One simple gesture can change a person’s thoughts, day or maybe even save their lives. If everyone made a nice gesture to someone else every day， our school， town， and world would become a better place. One single act of random kindness at a time or a kind gesture can change the world.
1. The story in Paragraph 2 shows .| A．gestures are more important than words |
| B．the girl made the writer’s friend feel warm |
| C．the writer’s friend had affection for the girl |
| D．gestures may help people be positive about life |
| A．By making comparisons. | B．By following the order of time. |
| C．By giving examples. | D．By analyzing cause and effect. |
CP ： Central Point P ： Point Sp: Sub-point (次要点） C: Conclusion
A． | B． |
C． | D． |
| A．Words Count | B．Actions Speak |
| C．Kindness Shines | D．Behavior Changes |
【推荐1】Many people believe that there is one form of their language that is more correct than others.They may believe for example that British English is more correct than other varieties; or that written English is more correct than spoken English; or that standard spoken forms are more correct than dialect forms. Often this belief is supported by reference books to grammars, usage guides or dictionaries: if something goes against a rule in a grammar, or if the word isn’t in the dictionary, it “must be wrong”. Since the reference books are most often based on observation of the standard written language (and not by a grammar book in the sky) , the argument is really circular: these books will naturally describe standard usage, because that is what they are for; but this does not mean that there is anything wrong with other kinds of usage that are less often described.
A better way of looking at things is to say that usage is “correct in its place”. Standard American English is correct in America, British English is correct in Britain, spoken grammar is accepted in casual speech, and formal written grammar is employed in formal writing. The only forms that are wrong in all contexts(语境) are learners’ errors. For example: I have forgetting the your address, or One of your chairs are broken. This means there is no answer to the question: “What kind of English should learners study?” It depends on their purposes. For many learners, the best model is one or other of the two main standard varieties : British or American English. Neither of these is “better” than the other, and they are both used and understood worldwide.
People are also worried by language change. If younger people “break” the rules that older people have learnt, or use language in new ways, older people often feel disturbed: they are concerned that younger people no longer know their grammar, and that the language is going downhill. This is a needless worry: change is natural and inevitable, it cannot be stopped, and it does not generally affect a language’s efficiency as a communicative tool. A great deal of modem English grammar would have been wrong three hundred years ago, and will perhaps be wrong again three hundred years from now.
1. Why does the author think “the argument is really circular” (Pa.1) ?| A．Learners are always confused by the reference books. |
| B．Usages not mentioned in the reference books are not necessarily wrong. |
| C．Nobody can challenge the authority of the reference books. |
| D．Some wrong usages can be found in the reference books. |
| A．There is no “standard English”. |
| B．American English is better than British English. |
| C．A learner should master all the distinctions of different English. |
| D．The differences between British English and American English. |
| A．unbelievable | B．uncountable |
| C．unacceptable | D．unavoidable |
| A．Disturbed. | B．Cautious. |
| C．Optimistic. | D．Aggressive. |
【推荐2】Developing healthy eating habits starts from childhood, therefore it is important for parents to teach and provide children with a healthy diet. DPHSS administrator of the Bureau of Nutrition Services, Charlie Morris told KUAM News, “A healthy diet for a child consists of a lot of fruits and vegetables in the diet limiting the amount of simple sugars in the diet and high fat food and highly processed(加工的) food.”
This means staying away as much as possible from food such as chips, cookies, candies and sugary drinks, as all children need to have meals which involve a well-balanced diet. Community nutritionist(营养学家) Thelma Romoso said, “The fruit, the vegetable, the grain, the protein, and also the milk, the diary product, so for the fruits it's easy for a mother to go into the two plus three concept of fruits and vegetables or five a day.”
This concept means that there are at least two servings of fruits a day, three servings of vegetables a day which can be served for lunch and dinner. As for protein parents can make a variety of dishes from chicken, beef, fish or even dried beans to make sure the child gets three servings a day.
Morris said that the child's hunger level controls how much is eaten and the parent controls what and when the meal is offered, saying, “Mom needs to ensure that the food offered is good food for the child to eat and throughout the day depending on how active they are, snacks(零食) are not a bad thing, so the mom should offer good kinds of snacks.”
When it comes to preparing your child's lunch and snacks for school, make sure to keep in mind that the food you provide should not only be a source of energy but also be nutritionally beneficial such as fresh fruits, and whole grain bread. But parents must be sure to remember that a good nutritional diet must be balanced with physical activity, namely it is important that children get outside and run around and play and get activity in addition to eating a good diet.
1. What does the author intend to tell us in the text?| A．Fruits and vegetables are good for your child. |
| B．Choose healthy food and snacks for your child. |
| C．Make various and delicious dishes for your child. |
| D．Take steps to provide a good lunch for your child. |
| A．sugars and high fat exist in few kinds of food |
| B．active children prefer more and more snacks |
| C．highly processed food should be reduced in daily life |
| D．mothers should prepare delicious food by themselves |
| A．Physical exercise is as important as a good diet |
| B．Running and playing when eating is beneficial. |
| C．Fruits and whole grain foods should be included. |
| D．The food must provide energy as well as nutrition. |
| A．Fresh fruits are often ignored by children |
| B．A good nutritional diet may cost too much |
| C．Choosing healthy food is linked with income |
| D．Parents play an important role in children's diet |
【推荐3】In the United States, it is important to be on time , or punctual , for an appointment , a class, a meeting, etc. However, this may not be true in all countries. An American professor discovered the difference while teaching a class in a Brazilian (巴西的) university. The two-hour class was scheduled to begin at 10 A.M. and end at 12. On the first day , when the professor arrived on time, no one was in the classroom. Many students came after 10:30 A.M. Two students came after 11 A.M. Although all the students greeted the professor as they arrived, few apologized for their lateness.Were these students being rude? He decided to study the students’ behavior.
The professor talked to American and Brazilian students about lateness in both an informal and a formal situation:at a lunch with a friend and in a university class, respectively.He gave them an example and asked them how they would react, If they had a lunch appointment with a friend,the average American student defined lateness as 19 minutes after the agreed time. On the other hand, the average Brazilian student felt the friend was late after 33 minutes.
In an American university, students are expected to arrive at the appointed hour.In contrast, in Brazil,neither the teacher nor the students always arrive at the appointed hour.Classes not only begin at the scheduled time in the United States,but also end at the scheduled time.In the Brazilian class, only a few students left the class at 12:00;many remained past 12:30 to discuss the class and ask more questions.While arriving late may not be very important in Brazil , neither is staying late.
1. The word‘punctual’ most probably means________.| A．leaving soon after class | B．coming early |
| C．arriving a few minutes late | D．being on time |
| A．He felt puzzled at the students’ being late. |
| B．He felt angry at the students' rudeness. |
| C．He wanted to make the students come on time later. |
| D．He wanted to collect data for one of his studies. |
| A．American students will become impatient if their friend is five minutes late |
| B．neither Brazilian nor American students like being late in social gatherings |
| C．being late in one culture may not be considered so rude in another culture |
| D．Brazilian students will not come thirty-three minutes after the agreed time |
| A．It is important to be on time for class in the United States. |
| B．The importance of being on time differs among cultures. |
| C．People learn the importance of time only from their own culture. |
| D．Students being late for class should explain the reason to their teacher. |
【推荐1】It was my son Matthew’s last night at home before going to college. I knew that this was good news. After all, Matthew would go to a great school, something he had worked hard at for years. But looking at the suitcases on his bed, I went out of the room to a hidden corner where I couldn’t stop crying. “Pull yourself together!” I told myself. There were parents sending their kids off to battle zones. How could I feel so upset?
One of the great gifts of my life has been having my boys, Matthew and Johnowen. Through them, I explore the mysterious and complex bond between fathers and sons. “Do you think it’s cold in the dorms in the winter?” Matthew asked in a voice that seemed smaller than it had been before. “No!” I lied, having no idea what his new room for the next four years would be like.
Matthew’s clothes were put into the bags and his bed was tidy and spare. I thought of all the recent times I had been annoyed at how late he had been sleeping. I would never have to worry about that again, I realized.
On the plane, I stared at Matthew. The light from his window was cutting across his face, making him look handsome and grown-up. I remembered what I whispered to him when his eyes opened for the first time, “Hello. I’m your Daddy. And I will always be there for you.”
While we stood in front of Matthew’s dorm, the welcoming students did crazy dances. Matthew asked, “Dad, what if it’s too hard for me here?” I said seriously, “You came from a very tough academic school. You took the tests and got the scores. This won’t be any different. This school chose you because they knew you could succeed here.”“ None of the other kids look scared at all,” he said. For the first time I could remember that he was still a baby. I wanted to hug him, but I didn’t. Instead, I looked him in the eye. “Never compare your insides to someone else’s outsides.”
1. How did the author feel at his son’s last night at home before going to college?| A．He felt extremely happy. | B．He was a little embarrassed. |
| C．He cried sadly for a long time. | D．He had very complex emotions. |
| A．he knew what Matthew’s new dorms would actually be like |
| B．he found Matthew was uncertain about his college life |
| C．he wouldn’t have to worry about Matthew |
| D．he was annoyed at Matthew’s sleeping late |
| A．When he came into the world. | B．When he woke up on the plane |
| C．When he left his home for college | D．When he saw his new classmates |
| A．Strict and caring. | B．Wise and considerate. |
| C．Knowledgeable but emotional | D．Caring but dishonest |
【推荐2】They say that ''a picture is worth a thousand words'', but the briefest look at books and the movies based on them would have anyone questioning this common saying. All too often, great words end up being turned into cinematic ''turkeys''.
Good movies need good stories. If so, why has one of the earliest and greatest works in Western storytelling, Homer's The Odyssey, never had an equally great movie based on it? Movies need strong characters. So why have the movies based on The Great Gatsby never been praised as ''great''? Movies of course need impressive images, so why has Alice in Wonderland only resulted in movies best described as ''interesting''?
One of the key reasons behind this is that while a book usually takes a few days to read, a movie typically lasts under two hours. This means that great books can lose plot details and characters when they move to the big screen. This is something that even the highly successful Harry Potter movies can't escape from, with fans of the books disappointed not to see some of their favorite characters in the movie versions.
Movies also disappoint us when things don't look the way we imagined them in the books. Take, for example, the epic movie Troy, which is in part based on Homer's The Iliad and was met with mixed reviews from the audience. The most questionable issue was the actress chosen to play the part of Helen. Many people thought she didn't live up to Helen's title of ''the most beautiful woman in the world'', influencing opinions of the movie to some extent.
There are a thousand Hamlets in a thousand people's eyes. Furthermore, books and movies are two different forms of media and therefore have different rules. With this in mind, perhaps we should judge a movie in its own right, and not against its original source. Interestingly, audiences have in recent years turned to television series such as Sherlock or Mad Men, which can have many characters and gradual plot development. Perhaps, one day, readers of F. Scott Fitzgerald's most admired work will find themselves glued to their screens by episodes of The Great Gatsby.
1. Which of the following statements about the movie adaptation is true?| A．The characters in The Odyssey do not stand out. |
| B．The movie Troy doesn't look the way we visualized while reading the book. |
| C．The visual images are not as striking as the descriptions in the book The Great Gatsby. |
| D．Some parts of the story and characters are missing in the movie Alice in Wonderland. |
| A．they lack good storytelling |
| B．the images are not impressive enough |
| C．the characters in the movies are not strong and interesting |
| D．there is not enough time for movies to fully present the whole story |
| A．Every shoe fits not every foot. |
| B．Birds of a feather flock together. |
| C．Reading is a matter of personal taste. |
| D．Different people have different ideas about the books and movies. |
| A．People are dissatisfied with the current movies. |
| B．Reading books is better than watching movies. |
| C．Good books may not be adapted for great movies. |
| D．People are expressing their preference to reading books. |
【推荐3】A growing office trend that allows parents to bring their newborns to work expanded recently with a new policy at two Washington state agencies. The Washington state Department of Health and the Washington state Safety Commission are allowing parents to bring their babies to work until they turn six months old, following a new “Infant-at-Work” policy.
Communications consultant for Washington Traffic Safety Commission Erica Stineman says the arrangement has been ideal for her 50 far. Stineman brings her four-month-old daughter, Lydia, into the office three days a week. “It was really exciting know that I wasn’t going to have to be bringing her to day care after eight weeks of being on maternity leave.” Stineman told ABC News. “Having this extra time with her just meant the world to me.”
While many companies have set up child Care facilities at work for many years now, bringing a baby into the office is an emerging trend that raises concerns about employee productivity and distractions for colleagues.
However, companies that allow babies in the office have enjoyed many benefits. “In a lot of ways it’s helped predictivity.” Chris Madill, the Washington Traffic Safety Commission deputy director said. “Morale is high. And it’s been a good thing for our office.”
While this trend is mainly intended for parental well-being and critical bonding between mother and, infant, companies point out mutual benefits for the employer and employee.
The Washington state Department of Health said, “the agency expects the Infant-at-Work policy to help increase employee enthusiasm, lower turnover coasts due to higher retention rates, and reduce overall health care costs for babies due to easy-access breastfeeding.”
The Neyada State Health Division first conducted their “bring your infant to work” in 2009 and reaped benefits from the program, including, “greater employer appreciation and loyalty lower health care costs, higher breastfeeding rates, and families reporting greater financial stability.”
1. What can be learned about the “Infant-at-Work” policy according to the passage?| A．It was started by two Washington state agencies. |
| B．Only mothers can bring their babies to their officers |
| C．Parents can bring their babies under six months to work three days a week |
| D．Not all people support the policy as it may cause people to be less productive |
| A．Employees are very enthusiastic about work |
| B．Companies have to pay high costs for the policy |
| C．Productivity has been much worse than ever before |
| D．A big part of the parents will bring their babies to the office |
| A．Disturbed | B．Interested |
| C．Frustrated | D．Satisfied |
