Magazine Articles: More Valuable Than You May Think
Parents are often surprised when teachers suggest their children read magazines. Read on to learn about the benefits that reading magazines offers to young readers and how to introduce your children to the medium.
Magazine Benefits
Magazine articles can provide reluctant readers with a lively, breezy writing style that can inspire them to read more.
The articles in magazines are generally short, which allows a child to finish reading a feature article without losing interest due to a short attention span. The writing in magazines also tends to be easy to read, especially if it is a children's publication.
By allowing your child to read magazines at an early age, you are encouraging development of a useful skill.
Magazine Activities
Reading magazines as a family can be used to introduce each other to the various interests that each family member possesses. When your children are finished with their magazines, encourage them to pass their issue on to a sibling or other family member.
Once each family member has finished reading each magazine, you can use them for art and writing projects. These projects are for family members of all ages:
1. Cut out pictures to help your preschool and kindergarten children learn their alphabet, numbers, and colors.
2.
3. Clip pictures to create a collage. Many teenagers love using their artistic talents to collage.
| A．The format of magazines enables children to be exposed to a wide variety of subjects. |
| B．Magazines and newspapers provide adults with critical news. |
| C．Being exposed to magazines and newspapers benefits you a lot. |
| D．Keep interesting magazine pictures to give children story ideas. |
| E．Magazines are valuable assets for many people, but in particular to children. |
| F．Magazines and newspapers are expensive now but out of style. |
相似题推荐
Being confident for me as a foreign instructor means calmly asking the student to repeat what he or she has said if I did not get it. Pretending to understand what you actually did not may just bring yourself embarrassment or even disgrace. But the time I most need to be confident is when my students come to my office and bargain about the grades I have given for their speeches. (The course I'm teaching here is Public speaking). Modesty is a trait highly valued in China, but it won't be of much help here if you want to survive and succeed in a good American graduate program.
1. To compete with American students it's very important to .
| A．be quite confident |
| B．be polite and friendly |
| C．have more discussions with them |
| D．understand what they think about |
| A．gives a silly or simple answer |
| B．tries to seize any chance to speak in class |
| C．shows no interest in the course |
| D．is considered to have no opinion of his own |
| A．he asks a student to repeat what he has said |
| B．the students bargain with him |
| C．he pretends to know what he doesn't |
| D．he has to give a speech |
| A．we should also remain modest in America |
| B．modesty doesn't help you much in America |
| C．Americans also like modest people |
| D．modesty can help you through an American graduate program |
| A．American students are ready to accept the grades from the teacher. |
| B．The writer teaches in Europe for a living. |
| C．Students are encouraged to present simple questions. |
| D．One’s ignorance will give away in time. |
【推荐2】It is that time of the year again. Up and down the country, thousands of students stay in the library, attempting to cram(死记硬背)the information necessary to get through finals. I am one of them — a Cambridge finalist, attempting to deal with the Oxbridge stress in the only way I know: caffeine hits and reclusion(遁生活) Whether you love or hate Oxbridge, the fact that these two universities provide unique learning environments is something of a double-edged sword. On the one hand, students have access to some of the best education in the world; on the other hand, the pressure that comes with this can prove damaging to them and can't be swept under the carpet for they have to face it eventually.
Many Cambridge students find themselves trapped in a pressure of expectation, whether this comes from their supervisors or tutors, their director of studies or even from themselves. The drive towards achievement is either the key to success or to possible serious personal issues, as Mark Phippen, head of the University of Cambridge's Counseling Service said, ''There are plenty of perfectionists in Cambridge, but it can work two ways: it can push them to accomplish and to achieve, or it can get out of hand, disabling them. ''
Many students say that they can’t handle it any more while working in certain libraries which are filled with other students hard at work. The competition and paranoia(疑)are more common than what we realize or question: you can feel as if you are being judged for how much time you spend on Facebook or YouTube, or how little time you spend reading.
Too many students feel almost frustrated by the pressure to achieve but feel unable to speak about it. As everyone seems to be coping, they must also pretend to cope too. The only thing students have: tutors and supervisors regularly encourage students to avoid extracurricular activities, urging them to focus on their studies to such an extent that many find it hard to handle it. One current Cambridge tutor has been known for checking up on the activities of students involved in extracurricular theatre by searching for them on the camdram.net website, which details who is involved in certain plays each term — just in case it affects the student’s work output.
Problems arise when the pressure produces mental health issues. Problems have been brought to attention in articles primarily from Oxford's Cherwell and Cambridge's The Tab. The attention has made the Cambridge University Student Union set up Students Deserve Better — a campaign to handle complaints about supervisors and tutors lacking the ability to provide proper spiritual support. ''When I told my supervisor about my problems with anxiety and therefore about my worries surrounding the workload she was suggesting, she said that I would probably feel less anxious once the work was done, '' a finalist student called Jane said. ''It shouldn't be an accepted response in one of the world's best universities. Their responses only worsened any feelings I had concerning my final year. ''
Phippen said, ''At this point the exams seem like the most important thing in the world. However, two years down the line you’ll realize that the exams you did at university aren't very important at all, as what then becomes more important is what you have done within those two years afterwards. Finalist exams can become depressing for students studying at any university. All you must remember is that you are not alone and you are good enough, and that a few years down the line, your ability to recount the plots of Euripides' nineteen plays will no longer matter. So why worry? ''
1. The underlined part ''be swept under the carpet'' in Paragraph 1 is closest in meaning to ''______''.| A．be covered up | B．be dealt with |
| C．be given up | D．be figured out |
| A．Critical. | B．Doubtful. |
| C．Objective. | D．Ambiguous. |
| A．Extracurricular activities fail to appeal to most students. |
| B．Some tutors and supervisors push their students too hard. |
| C．There is a lack of communication between students and their supervisors. |
| D．Some students don't speak about the pressure because they think they can handle it. |
| A．didn't get her problems across to her supervisor |
| B．had expected better spiritual guidance from her tutors |
| C．was dissatisfied with her supervisor's delayed responses |
| D．was glad that Students Deserve Better was set up to help students like her |
| A．Oxbridge pressure: the key to students' achievements |
| B．Oxbridge finals: the toughest exams in the country |
| C．Oxbridge graduates: the strongest competitors in the job market |
| D．Oxbridge success: the result of teacher-student interaction |
【推荐3】Knowing the best way to study will help you to be a better student. By using your time properly, you can do your homework more quickly.
The first thing to remember is that you must be willing to learn.
Here's some advice for you: have a certain time each day and a quiet place with good lighting for study, so that you can concentrate on your study without interruption (打扰).
| A．Learning to study is not difficult. |
| B．It is necessary to take notes in class. |
| C．Check your homework after you finish it. |
| D．It doesn't mean that you must always like the subject. |
| E．Remember that you must follow the teacher in studying. |
| F．Leaning things can be fun if you are willing to work with them. |
| G．Have everything ready before you sit down to study like a dictionary, paper, a pen and books. |
【推荐1】Alvin Irby wears many hats. He is a stand-up comedian, a children’s book author, a former kindergarten teacher and, above all, the founder of the nonprofit Barbershop Books.
Barbershop Books tries to solve this problem: How to get black children excited about reading? Its solution: 15 books. Barbershop Books puts 15 books —all picked by kids — in each of the dozens of barbershops, mostly in black neighborhoods, across the country.
Irby, who just turned 33, says he’s hoping to help black children identify themselves as readers. That means, first and foremost, that reading should be fun. It also means kids need to see their life and interests reflected in the stories they read.
But, Irby says, the publishing industry has a long way to go. When he went to a big book exhibition recently, few of the kids, titles on display had diverse characters. And those that did felt both foreign and not fun. The books’ subjects were mainly slavery, civil rights, or old dead black person. The librarians he met could hardly name two laugh-out-loud picture books with a black protagonist (主角).
Books about slavery and civil rights have their place, Irby believes, but little black boys and girls deserve books that allow them to be children and to laugh like children.
Irby says, schools need to focus less on out-of-touch books and reading tests that leave kids feeling defeated. They should try listening more and ask students: What are your strengths, your experiences, your interests? What’s most important to you?
In Levels Barbershop of New York, what’s most important to Vincent, a sixth-grader and son of a barber, is Diary of a Wimpy Kid, the book Irby just replaced, because the hero’s story feels real — and really funny.
“Everything goes wrong when he thinks that it’s gonna go right,” Vincent says. “Or, when something good’s about to happen, it just gets ruined by his brother, Roderick.”
Vincent’s enthusiasm — he says he’s read every last one of the shop’s 15 books — is all the motivation Alvin Irby needs to keep growing Barbershop Books. And it is growing.
Last year, the program won a $10,000 Innovations in Reading Prize from the National Book Foundation. And next month, Irby will host a New York City fundraiser...
1. What can we know about Irby?| A．He set up Barbershop Books. |
| B．He owned many barbershops. |
| C．He likes wearing different hats. |
| D．He works in a kindergarten now. |
| A．It prefers to publish historical books. |
| B．It doesn’t hold enough book exhibitions. |
| C．Its books don’t connect with black children. |
| D．Its books have too many foreign characters. |
| A．It has a surprising ending. |
| B．It’s newly put on the shelf. |
| C．It’s a real story about a black hero. |
| D．It’s amusing and reflects his life. |
| A．give evidence of Barbershop Books’ success |
| B．arouse kids’ enthusiasm for Barbershop Books |
| C．encourage donations for Barbershop Books |
| D．stress the importance of Barbershop Books |
Should Writers Be Paid for Their E-books Lent by Libraries?
When libraries lend books to the public, authors and publishers receive remuneration from the Government under the Lending Rights schemes.
This year, the government has distributed almost a $ 22 million under these Public Lending Rights and Educational Lending Rights Schemes. For each book in public library collections creators receive $2.11 and publishers receive $0.52.
The amount that each claimant receives is often not very significant, with the majority of authors receiving between S100-500 annually, Still, a previous study has revealed that this remuneration constitutes the second most important source of income for creators from their creative work.
E-books, however, are not covered by these Lending Rights schemes.
One of the main reasons why e-books are not covered is that e-book lending is quite different from print book lending. In case of print books, authors and publishers are arguably losing on customers and revenues when libraries loan their books for free.Creators only receive $2.11 and publishers receive $0.52 for each book in public library collections.
At present, in the case of e-books, many publishers chose not to sell these books to libraries.
While publishers charge libraries high prices for e-books, writers complain that these amounts do not reach them. Publishing contracts often don't specify whether and how much authors receive for e-books sales or for e-lending.
| A．However,this is not the case when libraries lend e-books. |
| B．This may not be a big issue now, for e-books are minor in publishing. |
| C．Also, publishers assume get more profits from libraries where readers pay them more. |
| D．Publishing contracts often don't specify whether and how much authors receive for e-books sales or for e-lending. |
| E．Extension alone would do little if the current funds under the schemes were merely re-distributed from books to e-books. |
| F．For this reason, authors and publishers have been talking the Government into extending the Lending Rights Schemes to e-books. |
【推荐3】How to Teach and Model Multiple Reading Strategies
Even students who seem to come to reading naturally and do it frequently in their free time require reading instruction.
Before-Reading Strategies
Reading strategies start before beginning to read a text. Activate(激活) students' previous experiences and knowledge they already have. Ask them what type of story they expect to read based on the title and pictures, and also if they have read or experienced anything similar.
During-Reading Strategies
Teach students to monitor their own comprehension.
After-Reading Strategies
Help students relate to the text they have just read by asking them if the situation sounds familiar or reminds them of something.
| A．Show them how to stop when they get to a difficult part, reread, go back or even read forward. |
| B．They pause periodically to make a comment or ask a question about the text. |
| C．Teaching reading strategies starts with direct instruction and modeling. |
| D．Start by naming a strategy and explaining how and why it works. |
| E．Model your thinking by sharing your thoughts out loud. |
| F．Reading comprehension strategies need to be taught. |
| G．Encourage students to discuss the text. |
