1 . In work, as well as in life, doing what needs to be done in order to reach our goals can be difficult. Without a good system in place, it is easy to lose focus, waste time and lose track of our most important tasks. Luckily, one of the most efficient(高效的)useful ways is also one of the world's easiest---the Pomodoro Technique.
The Pomodoro Technique was developed by Francesco Cirillo in the late 1980s, which breaks down your work into 25-minute blocks(一段时间)divided by short breaks. Cirillo named the system after the tomato-shaped kitchen timer(计时器)that he used to track his work time when he was studying in university, where he developed a habit of doing short blocks of work followed by resting periods. He realized this method could help him work with time instead of struggling against it. In 2006, Cirillo published his Pomodoro Technique manual for people to download free of charge. It was downloaded over two million times.
The Pomodoro Technique was built around a handful of important steps. First, choose a task that you'd like to get done. It can be something big, something small, or something that you've been putting off for months. What matters is that you are ready to give it your full attention.
Next, set a timer for 25 minutes. Try to spend the full 25 minutes with your complete attention on the task. Then, when the timer goes off, take a five-minute break. Sit back, have a drink, go for a short walk, or do something else that doesn't relate to work. Treat yourself to a longer break that lasts 15 to 30 minutes after you have completed four of these 30-minute cycles. In theory, the longer break will allow your brain to relax, reset, ready for the next round of Pomodoros.
After trying the Pomodoro Technique, you may want to experiment a little. Some people have found that 90-minute blocks work best, while others might perform better with more flexible periods. It varies from person to person. Just remember, like many things in life, simpler is often better!
1. What can we know about Pomodoro Technique?| A．The technique was named after Cirillo. |
| B．Cirillo developed a habit of doing short blocks of work followed by resting periods in 2006. |
| C．Users of the technique can have a rest at intervals. |
| D．Cirillo got profits from Pomodoro Technique manual. |
a. Focus on the task.
b. Set out tasks.
c. Take a 5-minute break.
d. Take a longer break.
e. Repeat the cycle four times
| A．acebd | B．baced |
| C．bacde | D．acede |
| A．A 90-minute block works best. |
| B．Take a longer break that lasts 60 minutes will allow your brain to relax, reset, ready for the next round of Pomodoros. |
| C．The time setting depends on the users. |
| D．A simple Pomodoro can make things in life better. |
| A．The introduction of the Pomodoro Technique. |
| B．The invention of the Pomodoro Technique. |
| C．The use of the Pomodoro Technique. |
| D．The effect the Pomodoro Technique brings to people. |
2 . You might have noticed that the ringing sound of basketballs was almost like the beat to a song. But did you know that it could be taken seriously as music?
The music group STOMP has taken everyday objects and turned them into instruments. The music it has created is a hit all over the world.
STOMP was formed by British musicians Luke Cresswell and Steve McNicholas. They met in the early 1980s when they were both working as buskers, the British term for street performers. Cresswell and McNicholas were part of a busking group called Pookiesnackenburger that became very popular throughout Britain.
Cresswell was a drummer (鼓手) for the group. Because they performed on the street, he could not set up a traditional drum set. Instead, he wore one drum that hung around his shoulders. To be able to make different sounds, Cresswell began beating on everyday objects that he could find during performances. This creative drumming led to the idea for STOMP.
STOMP made its first public appearance at London’s Bloomsbury Theatre in 1991. The performers used one-of-a-kind instruments, such as empty water bottles, basketballs, and matchboxes to create music. Wearing overalls and T-shirts, they danced around on a stage made to look like a closed warehouse (仓库). STOMP was a great success, winning many theater awards and drawing huge crowds (人群).
In 1994, STOMP came to the United States and played at the Orpheum Theater in New York City. Years later it is still playing there! To celebrate its ten-year anniversary (周年纪念), the then New York City Mayor Michael Bloomberg renamed the street outside the theater STOMP Avenue.
STOMP has now toured all over the United States and most of the world. One reason STOMP is so popular is that anyone can enjoy it. There are no words or story. People from all cultures can understand it, no matter which language they speak.
1. What makes STOMP a special music group?| A．There are few words in its music. |
| B．It usually performs in warehouses. |
| C．The performers wear special clothes. |
| D．It uses everyday objects as instruments. |
| A．It was created in 1980. |
| B．It was formed in Britain. |
| C．It was named after a street. |
| D．It was part of Pookiesnackenburger. |
| A．Luke Cresswell. | B．A busking group. |
| C．Steve McNicholas. | D．Michael Bloomberg. |
a. STOMP began performing at the Orpheum Theater.
b. STOMP began performing at the Bloomsbury Theatre.
c. Michael Bloomberg named a street STOMP Avenue.
d. Luke Cresswell and Steve McNicholas worked as buskers.
| A．d-b-a-c. | B．d-a-b-c. |
| C．b-a-c-d. | D．b-a-d-c. |
Phew! I'm so glad the day is over. I'm really tired, but my first day at school went well.
First of all, we met outside the school building.I was very nervous because my primary school only had 300 pupils but in the middle school there are about 1,300.What a difference! The older pupils are really big.I felt so small waiting there in front of the school.
The head teacher came out and told us to go into the school hall.Then he called our names out to tell us which class we were in. My class teacher is called Mrs. Black. She took us to our classroom.It's on the 5th floor.We aren't allowed to use the lift! I couldn't believe it.
We spent all morning with Mrs.Black looking at our timetables.Everyone in the school had a different timetable.I'm worried that I'll forget my timetable and go to the wrong room.
Lunchtime was OK. I had salad, fish and fruit, which was quite good, and then I went to play football with some of the other boys. They were all friendly and I don't think it will take me long to make friends.
After lunch we started lessons. I had maths and then history, where we started to learn about ancient Greece.That looked interesting.I have to do some homework tonight to find out how the ancient Greek people lived, so I'm going to do an Internet search and look it up in the library.
So far so good.I am quite looking forward to tomorrow, even though I've got science. I hate science!
Yours,
Jason
1. Why did the head teacher come?
| A．To give the pupils a timetable. | B．To tell the pupils which class they were in. |
| C．To show the pupils how to use the lift. | D．To take the pupils to their classrooms. |
a．Jason looked at his timetable. b．Jason went to the school hall.
c．Jason started his lessons. d．Jason played football with some boys.
| A．c a b d | B．a c b d | C．b c a d | D．b a d c |
| A．Jason didn't realize the new school was smaller than his primary school. |
| B．Jason was lucky enough to have someone else in the same class. |
| C．Jason thought it unbelievable, for they are not allowed to use the lift. |
| D．Jason didn't think the boys were friendly when playing football. |
| A．Terrible. | B．Disappointed. | C．Worried. | D．Good. |
On Thanksgiving weekend, the Heffelmire family gathered for a meal at their home. After dinner, the family went down to the finished basement to relax except Charlotte’s father, Eric, who was in the garage to fix his truck．
Around 8 p.m., Charlotte decided to check on her dad. She walked through the kitchen. When she opened the side door to the garage, black smoke rose up into the kitchen. She could barely make out her father lying on his back, trapped under the truck. He’d removed the front passenger-side tyre and raised the truck on a jack（千斤顶）. The truck had slipped off the jack, and now the whole weight of the wheel was on his chest and shoulders．
Charlotte ran to the front of the truck and struggled to lift it. Eric was still conscious, and he yelled, “You got it! One more try!” She tried again and was able to tip the truck backward just enough for her to pull her dad by the shirt with both hands from under the truck．
She dragged him across the garage and 20 feet down the driveway. Then she ran back to the garage, which had burst into flames. “I was afraid the car was going to explode,” says Charlotte, so she climbed into the truck, which faced forward, turned the key, and pressed the gas pedal（油门）. The car slowly rolled out, the metal wheel scratching loudly against the concrete．
Safely on the driveway, Charlotte stopped the truck and ran back to the basement. “There’s a fire! Everybody get out!” she yelled as she picked up her three-month-old niece and ran out. Outside, she handed the baby to her mom, and then ran around to the burning garage. She picked up a garden hose（水管）and sprayed the fire while calling 911．
A few minutes later, firefighters and an ambulance arrived. Charlotte was treated for second-degree burns on both her feet and face. Her dad had injuries on his chest and shoulders, as well as minor burns on his face. The garage and the house were damaged but the family survived．
The Heffelmires are staying in an apartment while their house is rebuilt. “Charlotte is a remarkable kid,” says her dad. Charlotte, however, simply says, “ I was saving my family and my house. I wasn’t going to let my dad die.”
1. Eric got trapped because_________| A．the truck slipped off the jack. |
| B．the wheel fell off the truck. |
| C．the front tyre was removed. |
| D．the kitchen was on fire. |
a. Charlotte called the firefighters．
b. Charlotte saved Eric from under the truck．
c. Charlotte drove the truck out of the garage．
d. Charlotte warned the family to leave the house．
| A．b, c, a, d | B．a, b, d, c |
| C．b, c, d, a | D．a, c, b, d |
| A．the house was not fit to live in. |
| B．the truck exploded. |
| C．the three-month-old baby was injured. |
| D．Charlotte was burned on her chest and shoulders. |
| A．proud and clear-headed. |
| B．calm and quick-minded. |
| C．modest and easy-going. |
| D．independent and self-centered. |
Do you have imagination? Do you like to solve problems? Can you? If so, you could be the next great inventor. “But I’m just a kid，” you might say! Don’t worry about a little thing like age. For example, one famous inventor — Benjamin Franklin — got his start when he was only 12. At that young age, he created paddles for his hands to help him swim faster. Finally his creation led to what we know is called flippers!
So you don’t have to be an adult to be an inventor. One thing you do need, though, is something that kids have plenty of: curiosity and imagination. Kids are known for looking at things in new and unique ways.
So what should you do if you have what is a great idea for an invention? Talk to a friend or family member about it. Get input from others about your idea. Then ask them to help you create a working model — called a prototype (原型) — of your idea.
Once you have a prototype, you can test it. Sometimes your idea turns out to be not as great as you thought. At other times, though, you realize it is a good idea and your prototype can help you figure out how to make it even better.
If your idea is really a good one, an adult can help you contact companies that might be interested in it. You will also want an adult’s help to get a patent (专利权) for your idea, so that it is protected and can’t be stolen by someone else. If you need some inspiration, consider these kids and their inventions：
Jeanie Low invented the Kiddie Stool when she was just 11. It’s a folding stool that fits under the kitchen sink. Kids can unfold it and use it to reach the sink all by themselves.
At the age of 15, Louis Braille invented the system named after him that allows the blind to read.
Chelsea Lanmon received a patent when she was just 8 for the “pocket diaper”， a new type of diaper that includes a pocket for holding baby wipes and powder.
1. By saying “But I’m just a kid”， you probably mean you ________.| A．are too young to achieve anything |
| B．can do anything though you are young |
| C．are old enough to become an inventor |
| D．have to learn knowledge from other people |
| A．a patent—a prototype—a good idea—an invention |
| B．an invention—a good idea—a patent—a prototype |
| C．a good idea—a prototype—an invention—a patent |
| D．a prototype—a patent—a good idea—an invention |
| A．Jeanie Low. | B．Benjamin Franklin. | C．Chelsea Lanmon. | D．Louis Braille. |
| A．Kids have curiosity and imagination |
| B．There are some world famous inventors |
| C．Kids are exactly like adults in a way |
| D．It is possible for kids to be inventors |
Dr. Robert White, a famous professor and doctor, thinks he knows a way to help. He thinks doctors should make the brain very cold. If it is very cold, the brain can live without blood for 30 minutes. This gives the doctor a longer time to do something for the brain.
Dr. White tried his idea on 13 monkeys. First he taught them to do different jobs, then he operated on them. He made the monkeys' blood go through a machine. The machine cooled the blood. Then the machine sent the blood back to the monkeys' brains. When the brain' s temperature was 10°C, Dr. White stopped the blood to the brain. After 30 minutes he turned the blood back on. He warmed the blood again. After their operations the monkeys were like they had been before. They were healthy and busy. Each one could still do the jobs the doctor had taught them.
1. The biggest difficulty in operating on the damaged brain is that _______.
| A．the time is too short for doctors |
| B．the patients are often too nervous |
| C．the damage is extremely hard to fix |
| D．the blood-cooling machine might break down |
| A．taking the blood out of the brain |
| B．trying the operation on monkeys first |
| C．lowering the brain' s temperature |
| D．having the blood go through a machine |
a. send the cooled blood back to the brain
b. stop the blood to the brain
c. have the blood cooled down
d. operate on the brain
| A．a,b,c,d | B．c,a,b,d |
| C．c, b, d, a | D．b, c, d, a |
| A．can last as long as 30 minutes |
| B．can keep the brain's blood warm |
| C．can keep the patient's brain healthy |
| D．can help monkeys do different jobs |
