With the development of our society, cell phones have become a common part in our lives. Have you ever run into a careless cell phone user on the street? Maybe they were busy talking, texting or checking updates on WeChat without looking at what was going on around them. As the number of this new “species” of human has kept rising, they have been given a new name—phubbers (低头族).
Recently a cartoon created by students from China Central Academy of Fine Arts put this group of people under the spotlight. In the short film, phubbers with various social identities bury themselves in their phones. A doctor plays with his cell phone while letting his patient die, a pretty woman takes a selfie (自拍) in front of a car accident site, and a father loses his child without knowing about it while using his mobile phone. A chain of similar events finally leads to the destruction(毁灭) of the world.
Although the ending of the film sounds unrealistic, the damage phubbing can bring is real. Your health is the first to bear the effect and result of it. “Always bending your head to check your cell phone could damage your neck,” Guangming Daily quoted doctors’ words. “The neck is like a rope that breaks after long-term stretching.” Also, staring at cell phones for a long time will damage your eyesight gradually, according to the report.
But that’s not all. Being a phubber could also damage your social skills and drive you away from your friends and family. When getting together with family or friends, many people prefer to play their cell phones while others are chatting happily with each other and this creates a strange atmosphere, Qilu Evening News reported.
It can also cost your life. There have been lots of reports on phubbers who fell to their death, suffered accidents, and were robbed of their cell phones in broad daylight.
1. Why does the author give the example of a cartoon in Paragraph 2?| A．To suggest phubbers will destroy the world. |
| B．To call for people to go walking without phones. |
| C．To tell people of the bad effects of phubbing. |
| D．To advise students to create more cartoons like this. |
①Destructing the world
②Affecting his social skills
③Damaging his neck and eyesight
④Getting separated from his friends and family
| A．①②④ | B．②③④ | C．①③④ | D．①②③④ |
| A．Supportive | B．Confident | C．Disapproving | D．Unconcerned |
| A．Ways to avoid the risks of phubbing. | B．Bad effects of phubbing. |
| C．Daily life of phubbers. | D．Methods of phubbing. |
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【推荐1】This summer, schools in New York City are preparing for a shift in reading instruction. Instead of reading whole books, they plan to focus on excerpts (节选). And it’s not just for lower grades, but for high schools as well.
While it may sound alarming for the public in New York City, the shift to excerpts has been going on for more than twenty years since the Big Standardized Test was adopted as a means of measuring student achievement in reading.
Of course, to dig in and reflect on the ideas contained in a whole book and to discuss with fellow readers should be a major part of every student’s education. But the basic model of the most important testing we’ve been subjecting students to for the past twenty-some years is this: 1) Read a short excerpt of a book that you are seeing for the first time. 2) Answer some multiple choice questions about it, and do it by yourself and right now.
If the test is already set, the best way to prepare for it is with a battery of activities that most closely look like the test itself. And so as the Big Standardized Tests have spread, publishers have cranked out varieties of coaching workbooks that are all collections of short excerpts accompanied by a set of multiple choice questions. Instead of teaching students how to read a whole book, we teach them how to take a standardized test.
There are certainly other forces that push teachers in the direction of excerpts over complete books. Since there are only 180 days in the year, teachers always have to decide whether to take a full six months to work through Moby Dick, or to give students just a taste.
One can even point the finger at a culture in which we just read headlines instead of articles. But as long as major testing pushes a quick reaction to context-free excerpts, schools will abandon the reflective, cooperative, thoughtful deep dive into a complete book sooner or later. And that will be a loss for students.
1. How does the author feel about the new policy in New York City?| A．Unsurprised. | B．Relieved. | C．Unconcerned. | D．Excited. |
| A．Finish their homework immediately after school. |
| B．Read whole books together with their classmates. |
| C．Buy workbooks that are closely based on the test itself. |
| D．Do more standardized reading comprehension exercises. |
| A．charged | B．canceled | C．changed | D．produced |
| A．The limited time. | B．The government policy. |
| C．The official tests. | D．The available workbooks. |
【推荐2】The Vienna-based researchers showed that dogs will stop doing a simple task when not rewarded if another dog, which continues to be rewarded is present.
The experiment consisted of taking pairs of dogs and getting them to present a paw for a reward. On giving this “handshake” the dogs received a piece of food. One of the dogs was then asked to shake hands, but received no food. The other dog continued to get the food when it was asked to perform the task.
The dog without the reward quickly stopped doing the task, and showed signs of anger or stress when its partner was rewarded.
To make sure that the experiment was really showing the interaction between the dogs rather than just the frustration of not being rewarded, a similar experiment was conducted where the dogs performed the task without the partner. Here they continued to present the paw for much longer.
Dr. Frederike Range from the University of Vienna says this shows that it was the presence of the rewarded partner that was the greater influence on their behavior.
“The only difference is that one gets food and the other doesn’t. They are responding to being unequally rewarded.” she says.
The researchers say this kind of behavior, where one animal gets frustrated with what is happening with another, has only been observed in primates (灵长类) before.
Studies with various types of monkeys and chimpanzees show they react’ not only to seeing their partners receiving rewards when they are not, but also to the type of reward.
The dog study also looked at whether the type of reward made a difference. Dogs were given either bread or sausage, but seemed to react equally to either. Dr. Range says this may be because they have been trained.
1. The dogs refused to give the paw when they ________.| A．found another dog was given nothing | B．felt they were not treated equally |
| C．were aware they received less food | D．were given too much reward |
| A．It would go on with the performance much longer. |
| B．It would be too shy to present its paw. |
| C．It would miss its partner. |
| D．It would compare what it got with that of another. |
| A．pay no attention to the type of reward |
| B．only like to play interesting games |
| C．pay attention to the type of reward as well as whether they are rewarded |
| D．care more about how they are rewarded |
| A．Animals’ various ways to show anger. |
| B．Dogs are more envious than human beings. |
| C．Most animals want to be rewarded for their work. |
| D．Animals also have a sense of fairness. |
【推荐3】According to conventional wisdom in the West, there was little formal law in China prior to the 20th century, and what did exist was completely penal (惩罚性的) in nature. In fact, this characterization wrongly states the law and legal institutions（法律制定）in pre-20th-century China.
Recent archaeological work suggests that law in China antedates (早于) the life and thought of the influential thinker Kongfuzi or Confucius(551-479 BCE). Yet Confucianism (儒家思想) is central to an understanding of pre-20th-century Chinese law. Confucianism held that the “five relationships”-those between ruler and subject, husband and wife, father and son, elder brother and younger brother, and friend and friend-are the foundation of a well-ordered society.
Confucians stressed that each individual should promote his inner virtue (de) and demonstrate filial piety (xiao), which enable him to maintain and strengthen these relationships and to properly meet the responsibilities that go with them, in Confucius’ words in the collection of sayings known as Lunyu,
If the people be led by laws...they will try to avoid punishment,
but have no sense of shame. If they be led by virtue...
they will have a sense of shame and moreover will become good.
The earliest imperial Chinese legal code (法典), that of the Qin dynasty (221-206 BCE), was made under Qin Shihuangdi, who was far more influenced by Legalism (法家思想), a philosophical school whose representative thinkers took human nature to be cruel. They believed accordingly that law would provide a more effective mechanism (机制) for social order than Confucian morality would. The Qin sought to destroy Confucianism-by burning texts and also scholars--but was unsuccessful. In fact, the Qin code reserved elements similar to Confucianism. The Han dynasty (206 BCE-220 CE) filled the ranks of officialdom (官僚) with Confucian scholars and reconstructed and strengthened the five relationships. In a process that was called the “Confucianization of law,” the Han Code provided that offenses committed by juniors (e. g., sons) against their senior relations (e. g., fathers) should be punished more severely (严厉地) than the opposite, though according to Confucian thinking it would be better that morality should be observed and that no punishment need be invoked (援用).
1. What is mainly talked about in this passage?| A．The role of formal law in China before the 20th century. |
| B．The actual feature of Chinese law before the 20th century. |
| C．The difference between Confucianism and Legalism. |
| D．The history of Chinese law before the 20th century. |
| A．“Five relationships” are the most difficult to maintain. |
| B．A society should carry out both Confucianism and Legalism. |
| C．Virtue is central to the foundation of a well-ordered society. |
| D．Punishment will result in people’s sense of shame. |
| A．the content of the five relationships |
| B．people’s responsibilities |
| C．the ranks of officialdom |
| D．the understanding of human nature |
| A．Chinese law before the 20th century has a penal nature. |
| B．Confucianism plays a leading role in the pre-20th-century Chinese law |
| C．Everyone should develop his inner virtue and demonstrate filial piety. |
| D．A child offending his father should be punished more severely than the opposite. |
【推荐1】Social media is one of the fastest-growing industries in today’s world. A study conducted by the US think tank (智囊团) Pew Research Center showed that 92 percent of teenagers go online daily.
The wide spread of social media has changed nearly all parts of teenagers’ lives.
Changing relationshipsHigh school student Elly Cooper from Illinois said social media often reduces face-to-face communication.
“It makes in-person relationships harder because people give attention to their phones instead of their boyfriends or girlfriends,” Cooper said.
There’s also a greater possibility of things getting lost in translation over social media.
“If half of your relationship is over social media, you don’t really know how the other person is reacting,” Sienna Schulte, a junior student from Illinois, said.
Yet, some people believe social media has made it easier to start relationships with anyone from anywhere. Beth Kaplan from Illinois met her long-distance friend through social media. He currently lives in Scotland, but they’re still able to frequently communicate with one another.
“I can feel close to someone that I’m talking to via (通过) FaceTime,” Kaplan said.
Wanting to be “liked”The rise of social media has changed the way teenagers see themselves.
The 19-year-old Essena O’Neill announced on the social networking service Instagram that she was quitting social media because it made her obsessed (痴迷) with appearing perfect online.
Negative comments also can do great damage to a teenager’s self-esteem (自尊).
In particular, anonymous (匿名的) social media apps such as Yik Yak may provide opportunities for cyber bullying (网络欺凌).
The app allows users within 5 miles (8 km) to create and add comments to everything. Teenagers who get negative comments on these sites can’t help but feel hurt.
Opening new doorsHowever, Armin Korsos, a student from Illinois, takes advantage of the comments he receives over social media to improve his videos on the social networking site Youtube.
“Social media can help people show themselves and their talents to the world in a way that was never possible before,” Korsos said.
But Korsos recognizes that social media has become a distraction (让人分心的事). “Social media, though it helps people connect with their friends and stay updated, is not all necessary.”
1. What is the article mainly about?| A．The major problems with social media. | B．The effect of social media on teenagers. |
| C．How teenagers benefit from social media. | D．Why social media appeals so much to teenagers. |
| A．It pushes people to meet their friends more often offline. |
| B．It encourages people to pay more attention to those around them. |
| C．It enables users to understand accurately what others are talking about online. |
| D．It allows people to keep in touch with their friends who live far away more easily. |
| A．The use of social media taught him to turn negative comments into motivations. |
| B．Social media can easily become an addiction (着迷), despite its benefits. |
| C．Social media is mostly a distraction to teenagers, so it is unnecessary for it to exist. |
| D．If used well, social media can create opportunities for teenagers to develop themselves. |
【推荐2】Digital citizenship can be defined as thinking critically, behaving safely, and participating responsibly in the digital world. Today, we will look at how teachers can support good digital citizenship through safe,kind and healthy use of social media.
Next, explain such problems as cyberbullying (网络欺凌) and hate speech.
Use social media to stay in touch. Teachers should choose a social media their students often use. Teachers can limit posts or messages to once or twice per class period.
Teachers need to set time limits for using social media with students. Teachers could say they will only answer questions until nine at nighton school nights, for example.
Part of digital citizenship is related to privacy. When sharing something done in class, teachers must remember to post pictures of students’ work but not of the students themselves.
Social media is an increasingly important part of students’ lives. With the guidance of teachers, young people can learn to become good digital citizens.
| A．Forbid students spreading hate speech online |
| B．This is done to protect the online privacy of students |
| C．Students should provide the necessary information to teachers |
| D．Young people need to recognize the differences among these issues |
| E．They have to let students know that teachers need to stay offline, too |
| F．Teachers can begin by talking with students about how they use social media |
| G．Another idea is to encourage students to ask questions on the shared social media |
【推荐3】Social media allows teenagers to create online identities, communicate with others and build social networks. These networks can provide teenagers with valuable support. Teenagers also use social media for entertainment and self-expression. And the platforms can expose teenagers to current events, allow them to communicate across geographic barriers and touch them about different kinds of subjects. However, social media use can also, negatively affect teenagers, distracting them, influencing their sleep, and exposing them to bullying (恐吓), rumour (谣言) spreading, untrue views of other people’s lives and peer pressure.
There are steps you can take to encourage responsible use of social media and limit some of its negative effects.
Set reasonable limits. Talk to your teenager about how to avoid letting social media affect his or her activities, sleep, meals or homework. Encourage a bedtime routine that avoids electronic media use, and keep cellphones and iPads out of teenagers’ bedrooms. Set an example by following these rules yourself.
Monitor your teenager’s accounts. Let your teenager know that you’ll be regularly checking his or her social media accounts. You might aim to do so once a week or more. And make sure you follow through.
Explain what’s not OK. Discourage your teenager from gossiping, spreading rumour, bullying or damaging someone’s reputation — online or otherwise. Talk to your teenager about what is appropriate and safe to share on social media.
Encourage face-to-face contact with friends. This is particularly significant for teenagers who are easily hurt by social anxiety disorder.
Talk about social media. Talk about your own social media habits. Ask your teenager how he or she is using social media and how it makes him or her feel. Remind your teenager that social media is full of unrealistic images.
If you think your teenager is under the anxiety or depression related to social media use, talk to your child’s health care provider immediately.
1. How does the author mainly develop the first paragraph?| A．By providing reasons. | B．By making comparison. |
| C．By listing numbers. | D．By raising questions. |
| A．Powering them off. | B．Putting them in the schoolbag. |
| C．Listening to them instead of watching. | D．Keeping them out of bedroom. |
| A．Teenagers’ social media accounts should never be checked by other people. |
| B．It is not necessary to explain what is not good in social media. |
| C．Face-to-face contact is no longer important for teenagers in the Internet era. |
| D．You should ask for help if your teenager is experiencing the negative effects of social media. |
| A．Parents. | B．Teenagers. | C．Officials. | D．Doctors. |
