America is growing older. Fifty years ago, only 4 out of every 100 people in the United States were 65 or older. Today, 10 out of every 100 Americans are over 65. The aging of the population will affect American society in many ways — education, medicine, and business. Quietly, the graying of America has made us a very different society — one in which people have a quite different idea of what kind of behavior is suitable at various ages.
A person's age no longer tells you anything about his/her social position, marriage or health. There's no longer a particular year in which one goes to school or goes to work or gets married or starts a family. The social clock that keeps us on time and tells us when to go to school, get a job, or stop working isn't as strong as it used to be. It doesn't surprise us to hear of a 29-year-old university president or a 35-year-old grandmother, or a 70-year-old man who has become a father for the first time. Public ideas are changing.
Many people say, “I am much younger than my mother — or my father — was at my age. 'No one says Act your age' any more. We've stopped looking with surprising at older people who act in youthful ways."
1. It can be learnt from the text that the aging of the population in America ___.| A．has made people feel younger |
| B．has changed people's social position |
| C．has changed people's understanding of age |
| D．has slowed down the country's social development |
| A．a society | B．America | C．a place | D．population |
| A．be active when they are old |
| B．do the right things at the right age |
| C．show respect for their parents young or old |
| D．take more physical exercise suitable to their age |
| A．normal | B．wonderful | C．unbelievable | D．unreasonable |
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【推荐1】Every morning, many girls in Zimbabwe rise with the sun and follow their daily routine to fetch water for their families. They have to walk many miles and carry the water home on their heads. Where they live, there is no running water at all.
“You have to relax your neck and head and make it follow the load,” one girl told me. “It’s easy for you to do that if you have mastered some skills.” I have lived in Zimbabwe all my life. But I had never tried to balance a pot on my head. I have made efforts many times and I have also practiced it for a long time. But it was not easy at all. I managed to walk only a couple of yards before the pot fell off my head. The girls watching covered their mouths and giggled at my poor head-balancing skills.
In reality, water is not the only thing that requires head-balancing skills in their daily life. In most of these villages, there is no electricity for cooking, so fire wood is used instead. The girls must collect and carry the fire wood back to their villages. They insist the easiest way to do this is on their heads.
Even at school, head-balancing skills come in handy. At a school near the small town of Norton, I saw a group of girls fetching bags of sand that were to be used to build a new classroom. They carried these bags with ease. When I tried, I couldn’t bear the weight.
Girls in many countries worldwide prefer to carry things on their heads. They are taught this skill at a young age and grow up to have strong necks and great posture. For these girls, balance is simply a way of life.
1. The first paragraph mainly tells us that ________ .| A．girls are suffering a lot in Zimbabwe |
| B．girls are the main labor force in their family |
| C．girls gain their ability out of their poor living condition |
| D．girls' main responsibility is to fetch water for their families |
| A．graceful | B．rapid | C．gentle | D．skillful |
| A．They have used them since they were young. |
| B．They think it is the easiest way to carry things. |
| C．They are required to carry things on their heads. |
| D．Their necks are strong and their heads are square. |
| A．By analyzing some questions. | B．By making some comparisons. |
| C．By showing his appreciation. | D．By giving his own opinions. |
【推荐2】Stacy Dean, an official at the US Department of Agriculture, was inspired by a visit to Watkins Elementary, in Washington, D. C. Students grow vegetables in their school garden. They also roll up their sleeves in the school’s kitchen to participate in a FRESHFARM FoodPrints class, which integrates cooking and nutrition education.
“Who’s next?” asks instructional coach Regina Green, as kids throw vegetables into the pan and the smell of fresh ginger and onions fills the air. “We grew these in our garden,” Jessie Gibson, one of the students, says proudly. Then he measures and pours dry ingredients into a bowl.
“Our family has tried new things because of the program,” says Catie Kelley, whose two children have participated in the FRESHFARM program. “They come home with the recipes,” Kelley says. “It’s fun because it’s things that we don’t usually make at home,” so it has encouraged them to try novel combinations. She says the kids take more of an interest at the grocery store to identify foods they’ve tried in the program.
Dean wants to have the science around healthy eating integrated. A block to scaling up these types of programs is money. The program relies on grants and receives some federal funding, but it’s not enough to expand the program to all the schools that could benefit.
In fact, there are other problems. At a time when diet-related disease is a leading cause of death, and unhealthy eating habits are rooted in US culture, it’s unrealistic to think that a cooking curriculum could overcome such a sweeping, societal problem. “We know from years of evidence that we need multiple things to come together to support healthy eating,” says Angela Odoms-Young, a professor of maternal and child nutrition at Cornell University.
Despite these challenges, programs like FRESHFARM can help kids expand their choices by introducing them to new tastes. At first, many kids are turned off by the bitter taste of greens. But through the magic of cooking, processing the onions, and blending in fresh ginger, kids can be inspired.
1. What inspired Dean during the visit to Watkins Elementary?| A．The coach’s skillful performance. |
| B．Students’ getting more access to nature. |
| C．The integrated hands-on cooking. |
| D．Students’ gardening and cooking. |
| A．They pay more attention to healthy eating. |
| B．They have a more harmonious relation. |
| C．They show more interest in shopping. |
| D．They have enriched their recipes. |
| A．Advocating healthy eating needs joint efforts. |
| B．A cooking curriculum should be promoted. |
| C．Nutrition helps put students on a healthy path. |
| D．Food is fundamental to life and good health. |
| A．Complex. | B．Widespread. | C．Effective. | D．Easily-operated. |
【推荐3】With their long histories, the United Kingdom’s universities have earned reputation and become favored destinations for many international students. However, while many people dream of attending these institutions, a growing number of the schools have fallen victim to cheating scandals (丑闻) in recent years.
The Telegraph reported that investigations for cheating have risen at Leeds University, from 127 in 2014/15 to 516 last year. Over the same period, cases at Queen Mary University of London increased from 104 to 248, and Nottingham University tripled to 514.
The increase has been linked to the rise of essay mills (论文作坊). These are companies that, for a fee, provide original essays, written by real people, for specific university assignments. Widely advertised on social media, these essay mills target those who struggle with their university workloads.
Even though many students have the ability to complete work on their own, it is believed that the pressure of too many deadlines and a lack of discipline encourage them to use essay mills.
In response, many universities have introduced new measures, such as oral exams to test students’ knowledge of assignments and subject areas. New software is also helping catch cheaters. Currently, most UK universities use Turnitin to check assignments for plagiarism (剽窃). Now it is being used to analyze students’ natural writing styles. This way, it may detect abnormal changes in their written assignments.
Despite the risks, essay mills seem like an easy ticket to a degree. However, a majority do not deliver the A+ essays they promise, and students are vulnerable to being cheated and blackmail (敲诈). According to the BBC, multiple Coventry University students were blackmailed up to $5,000 (35,190 yuan) after using an essay-writing service last year.
A Nottingham University spokesman told the Guardian, “The best way to deal with essay mills is for the government to legislate (立法) against them and block their webpages at a national level.”
Currently, these sites are legal in the UK, but other countries, including New Zealand and Australia, have banned them altogether. Students in Australia could even face two years in jail and a $210,000 fine if found guilty of cheating.
1. Why do many students turn to essay mills, according to the writer?| A．Because they want to pay for top marks. |
| B．Because essay mills are popular on social media. |
| C．Because they find college work is too difficult. |
| D．Because they have heavy workloads and they are undisciplined. |
| A．knowing little about something |
| B．paying close attention to something |
| C．well prepared for something |
| D．likely to suffer from something |
| A．The government should make laws to ban them. |
| B．Students found guilty of cheating should be put into jail. |
| C．Teachers should change the way of testing their students. |
| D．Universities should better manage their campus websites. |
| A．The increase of cheating at UK universities. |
| B．The rise of essay mills in the UK. |
| C．Pressures faced by students in the UK. |
| D．Attitudes toward plagiarism in different countries. |
【推荐1】Japanese people, who never miss a chance to be photographed, were lining up to get their pictures on a postage stamp. Vanity(虚荣) stamps with personal photographs went on sale for the first time in Japan as part of an international postage stamp exhibition. The customer’s photo was taken with a digital camera and then printed on stamp sheets, a process that takes about five minutes. Sold in a sheet of 10 stamps for $8. 80, little more than the cost of lunch in Tokyo, each stamp printed a different scene from a traditional painting along with the photo.
The stamps can be used normally to mail a letter, and postal officials hope they will help encourage interest in letter writing in the Internet age. “Certainly e-mail is a useful method of communication, but letters are fun in a different way,” said Hatsumi Shimizu an official in the Post Ministry. “We want to show young people that letters can be fun too. ”
While similar stamp sheets appeared in Australia in 1999 and are now sold in some nations and territories, Japan’s fondness for commemorative photos is likely to make them especially popular here. Indeed, officials had prepared 1,000 sheets but they were sold out in less than 30 minutes. Although the stamps are currently only available as a special service during the exhibition, postal officials said they may start selling them on a regular basis in the future.
1. The best title of this passage might be______.| A．Never Miss a Chance to be Photographed | B．Your Own Face on a Postage Stamp |
| C．First Japanese Postage Stamps with a Photo | D．Letters are as Fun as E-mails |
| A．this service is not very expensive | B．the cost of this service is very high |
| C．food in Tokyo is very dear | D．$8．80 is a very small amount of money |
| A．to make the international postage stamp exhibition more interesting |
| B．to make more stamps for normal use |
| C．to draw interest in writing letters |
| D．to satisfy Japan’s fondness of commemorative photos |
| A．Japanese people like to take photos. | B．This kind of stamps must be used to mail letters. |
| C．Japanese people can get this kind of stamps easily after the stamp exhibition. | D．This service is more popular in Japan than in other places. |
【推荐2】Would you take a trip if you couldn’t use your cellphone? A new tour company called Off the Grid is asking travellers to put their cellphones away and not even use them for photos. The company founder, Zach Beattie, is developing his business, using money he saved from a tech job at a mapping company. He’s hired guides for every trip but will help lead the first few himself.
The first trip is to Lisbon, Portugal, in July. It takes 7 to 10 days, with small groups of up to 16 people. Prices range from $1,500 to $1,650, including accommodations, meals and ground transportation. The plan includes at least three excursions (远足) and two social events, with an emphasis on unique experiences over bucket-list sightseeing. The tour also includes surfing lessons, yoga on the beach, a day of sailing and dinner with a local family.
“When you’re somewhere new, there’s a lot to see and a lot of cool and interesting people to meet,” Beattie said. “Your phone can distract (使分心) you.” The phone ban won’t be enforced quite as strictly as it seems at first glance. “We want it to be voluntary,” he said. “We’re not collecting phones and throwing them in a locked trunk. It’s held by you, but put in your pocket, and you state your intentions for the week, whether that’s checking your social media once or twice a day or a total blackout.”
Tour-goers also get a “dumbphone” without Internet access that’s loaded with numbers for group leaders and other participants, both for emergencies and to promote socializing. Participants may bring regular cameras, but Beattie is hiring a photographer for each tour so there will be plenty of photos to remember the trip. Once the trip is over, participants will have access to those photos for use in social media posts.
1. What can be learned about Zach Beattie?| A．He set up his business at his own expense. |
| B．He is always guiding every trip personally. |
| C．He forbids tourists to take along cellphones. |
| D．He used to earn his living in a tour company. |
| A．The trip features sightseeing. |
| B．Participants live in homestays. |
| C．Air ticket is covered in the cost. |
| D．Tourists experience water sports. |
| A．Lock their phones in a trunk. |
| B．Post their photos on social media. |
| C．Free themselves from their phones. |
| D．Shift their focus onto dumbphones. |
| A．Take photos. | B．Access the Internet. |
| C．Record the trip. | D．Contact group members. |
【推荐3】How COVID-19 Affects Your Body
What COVID-19 Can Do
Doctors continue to learn about the short-term and long-term effects of COVID-19 on your body. For some people, It starts with basic flu symptoms. But it could eventually affect your lungs, liver, kidneys, and even your brain.
How It Spreads
Usually the virus makes contact with you when a nearby infected person sends droplets(微滴) into the air by coughing, sneezing, or talking. It spreads easily between people within about 6 feet of each other. An infected person can spread these droplets, even if they don’t feel sick. The virus may infect you after you touch an object, like a doorknob(门把手), that has the virus on it. But that's not as common.
Main Symptoms —Upper Respiratory Infection（上呼吸道感染）
Once the virus enters the body, it usually settles in the cells that line your nose, sinus cavity(鼻窦腔), and throat. For most people, this is where it stays. Symptoms often follow, but you may not feel anything for up to 2 weeks, as the virus starts to invade(侵略) healthy cells and reproduce. You can transmit (传播) it to others even if you don't show any symptoms.
Other Common Symptoms
The first symptoms that typically appear include a fever, headache, sore throat, and dry cough. But what you'll feel can vary widely in this early stage. You may also have:
●Shortness of breath
●Chills, fever, body aches
●Loss of sense of smell or taste
●Unusual tiredness
●Stuffy(不通的) or runny nose
●Nausea or diarrhea
No Symptoms?
Some studies show that up to 40% of people with COVID-19 are “asymptomatic(无症状的).” That means they don’t feel sick or have symptoms. But the virus can still affect your body. X-rays and CT scans of some people without symptoms show lung damage including “ground-glass opacities,”a typical lung lesion(损害) in people with COVID-19.
1. What is the purpose of the text?| A．To tell the characteristic between COVID-19 and influenza. |
| B．To introduce the risk of COVID-19. |
| C．To clarify the significance of containing the epidemic. |
| D．To strengthen the awareness of the epidemic. |
| A．it ordinarily starts in the form of common flu symptoms |
| B．it has the possibility of damaging our your brain. |
| C．it has the capacity to infect secondarily. |
| D．it merely can spread by coughing, sneezing, or talking. |
| A．A boy who breathe smoothly. | B．A teacher who have a frog in her throat. |
| C．An elderly with heart disease. | D．A baby who constantly cries. |
A． | B． | C． | D． |
| A．A website page. | B．A pop magazine. |
| C．An college guide. | D．A senior high newspaper. |
