1 . The summer holidays have just begun, but it is a busy morning at Cadoxton Primary School, in Barry, an industrial town in Wales. It runs a summer programme for hard-up (拮据的) children, providing meals and activities over the holidays with the aim of helping kids to spend the time more meaningfully. As young people run laughing and screaming into the school cafeteria for breakfast, their parents hung out, some visibly relieved. Just three days into the six-week school holidays one mother says her nine-year-old daughter has already asked five times to go bowling. “Without the school’s help,” she says, “it would be a long and expensive six weeks.”
In the popular imagination, school summer holidays conjure up (使……呈现于脑际) a picture of carefree youthful exploration. But many parents rely on the term-time services that schools give their kids, such as tutors and meals. If the holidays approach, they can suddenly find their schedules and budgets stretched. Researchers also say that the long break often sets back children’s learning, and that children from poorer backgrounds are desperately affected due to their shortage of money.
Many poor children fall behind their wealthier peers over the holidays. “Summer is the most unequal time of the year,” says Matthew Boulay of the National Summer Learning Association. “Well-off parents can fill the gap left by school and consolidate (使巩固) their children’s unfamiliar knowledge well, keeping their children stimulated with summer camps, trips abroad or private tutors. Poorer families, apparently, find this harder, since their income is relatively low and demand for sponsored activities offered by governments,” he adds.
Holidays can be a financial stress, which is absolutely true. In countries where some children receive free school meals, summer means bigger grocery bills for hard-up families. Households where both parents work have to pay for extra childcare, too. The Family and Childcare Trust, a charity, says that in Britain, where childcare costs are the highest in the OECD, a club of mostly rich countries. Parents will spend an average of 33 per child per week on childcare this summer, mainly because of the sharp shortage of governmental funding sponsor.
1. What is the purpose of the summer programme?| A．To lengthen students’ school life. | B．To keep students busy all the time. |
| C．To provide students with free meals. | D．To enrich students’ summer holidays. |
| A．Rich. | B．Tight. | C．Reasonable. | D．Affordable. |
| A．Badly-off parents are likely to give up sponsoring their kids. |
| B．Well-off parents are unwilling to offer their kids extra tutors. |
| C．Students from poor family can well deal with the peer pressure. |
| D．Students from rich family can strengthen their learned knowledge. |
| A．Because of insufficiency of free tutors. | B．Because of shortage of social sponsor. |
| C．Because of shortage of free school meals. | D．Because of lack of governmental support. |
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| 69% of the travelers try to put down their smartphones on vacation. | 1/3 of Americans always spend their time on the phone on holiday. | 16% of UK travelers always check their phones on vacation. | Most important objects USA: Mobile phone AUS: Camera UK: Sunscreen | ||
Holidays booking (预订) | |||||
| 3/4 of the travelers prefer to book trips online. | 84% of Americans say they are most likely to book online. | 3% of Australians book travel by phone. | |||
根据材料内容选择最佳答案。
1. What do one third of Americans always do during trips?
| A．They always try to put down their phones. |
| B．They always use a lot of sunscreens. |
| C．They always take cameras with them. |
| D．They always spend time on the phone. |
| A．two | B．three | C．four | D．five |
A． | B． | C． | D． |
①From social media users.
②From other travelers’ reviews.
③From family and friends.
④From travel companies.
⑤From travel guides.
| A．①④ | B．②⑤ | C．②③ | D．④⑤ |
| A．The text is written to change travelers’ habits. |
| B．UK travelers use mobile apps the least during trips. |
| C．Sunscreen is the most important object for a US traveler. |
| D．Most travelers like to communicate with their friends on vacation. |
3 . Young children are significantly more likely than adults to have their opinions influenced by robots according to a new research. The study, conducted-at the-University of Plymouth, compared how adults and children respond to an identical (相同的) task when in the presence of both their peers (同龄人) and robots.
It showed that while adults regularly have their opinions influenced by peers, something also demonstrated in previous studies, they are largely able to resist being persuaded by robots. However, children aged between seven and nine were more likely to give the same responses as the robots, even if they were obviously incorrect.
The study asks people to look at a screen showing four lines and say which two match in length. When alone, people almost never make a mistake but when doing the experiment with others, they tend to follow what others are saying.
When children were alone in the room in this research, they scored 87%on the test, but when the robots join in their score drops to 75%. And of the wrong answers, 74% matched those of the robot.
Professor Belpaeme said, ”People often follow the opinions of others and we’ve known for a long time that it is hard to resist taking over views and opinions of people around-us. But as robots will soon be found in the home and the workplace, we were wondering if people would follow robots. What our results show is that adults do not follow what the robots are saying. But when we did the experiment with children, they did. It shows children can perhaps have more of an affinity (亲和力)with robots than adults, which does pose the question: What if robots were to suggest, for example, what products to buy or what to think?“?
1. What did the adults do when staying with robots?| A．They generally refused the robots’ effects. |
| B．They totally accepted the robots’ suggestions. |
| C．They tried to persuade robots to resist them. |
| D．They usually compared robots with their children. |
| A．Because children were not as clever as the adults. |
| B．Because robots reflected better than human beings. |
| C．Because robots in the presence made mistakes. |
| D．Because children wanted to affect the robots on purpose. |
| A．He is optimistic about the result. | B．He is worried about the future. |
| C．He doesn’t care about the result. | D．He doubts the result of the research. |
| A．What is the meaning of the research? |
| B．What should adults do to avoid the problem? |
| C．Why are children more likely to be influenced? |
| D．What will be done to solve the problem? |
| A．6. | B．5. | C．4. |
5 . Julie Kenerson loved taking her two sons Lukas and his brother Jake who used a wheelchair due to his rare illness, to the Charlestown playground in Mayor Thomas M. Menino Park.
In 2019, Jake passed away at age 11 from complications of his metabolic (新陈代谢的) disorder.
Over the past decade, playground accessibility has advanced due to more awareness and more options for designers. Parents like Julie are telling public officials and planners that more work still needs to be done to make playgrounds truly inclusive.
The Americans with Disabilities Act (ADA), which requires equal access for people with disabilities in public spaces, was passed in 1990. But it didn’t specifically address outdoor recreation in its original regulations. Updated guidance came in 2010, and any playground that is now built or renovated must be ADA-compliant. But, according to Julie, there is a gap between what she calls “ADA on paper” and “the lived experience of ADA”.
| A．Fortunately, those in charge are listening. |
| B．But not all playgrounds were accessible to Jake. |
| C．However, some officials turn a deaf ear to Julie’s requests. |
| D．The playground has plenty of wheelchair-accessible designs. |
| E．One of Julie’s main themes is that play should be for everyone. |
| F．Hence, she still attempts to make playgrounds accessible to all. |
| G．Since then, Julie has been on a special playground-related mission. |
1. Who lacks experience?
| A．Mrs. Templeton. | B．Mr. Duncan. | C．Mr. Bannister. |
| A．Who to choose for the promotion. |
| B．Why to help with the trade. |
| C．How to reach a decision. |
| A．At 5:00 a.m. | B．At 3:00 a.m. | C．At 2:00 a.m. |
| A．Surprised. | B．Scared. | C．Worried. |
9 . The idea that richer countries are happier may seem obvious. However, in 1974, research by economist Richard Easterlin found otherwise. He discovered that while individuals with higher incomes were more likely to be happy, this did not hold at a national level. In the United States, for example, average income per person rose steadily between 1946 and 1970, but reported happiness levels showed no positive long-term trend; in fact, they declined between 1060 and 1970. These differences between nation-level and individual results gave rise to the term “Easterlin paradox”: the idea that a higher rate of economic growth does not result in higher long-term happiness.
Recent research has challenged the Easternlin paradox, however. In 2013, sociologists Ruut Veenhoven conducted a study using statistics from the World Database of Happiness. Their analysis revealed a positive correlation between economic growth and happiness. Another study found that there is no maximum wealth threshold at which more money ceases to bring you happiness: “If there is a satiation point, we are yet to reach it.” The study’s findings suggested that every extra dollar you earn makes you happier.
According to psychologists Selin Kesebir, happiness also depends on how your income compares to the people around you. They argue that a country’s economic growth only makes its citizens happier if wealth is evenly distributed. In emerging countries with high income inequality—where the rich get richer and the poor get poorer—average happiness tends to drop because only relatively few people benefit from the economic prosperity. This suggests that governments should consider implementing policies to ensure equal distribution of wealth. The happier people are, the more productive they are likely to become, thus leading to improved economic outcomes at the individual and national levels.
There is continuing debate about the link between wealth and happiness, with arguments both for and against the notion that richer countries are happier. However, it is clear that wealth alone isn’t enough to make us happy. The effect of income inequality on happiness shows that happiness is a social responsibility. We need to remember the positive effects of generosity and building social connections. Perhaps our focus should be less on how much money we have, and more on how we use it.
1. According to the passage, Easterlin Paradox refers to ________.| A．The fact that the more money people have, the happier they will feel |
| B．The suggestion that money should be given the top priority |
| C．The question how economic outcomes are distributed nationwide |
| D．The opinion that higher income doesn’t necessarily bring happiness |
| A．satisfaction | B．controversial | C．central | D．sensitive |
| A．Money not enough. | B．Money not fairly distributed. |
| C．Money not legally earned. | D．Money not properly used. |
| A．What brings happiness | B．Easternlin paradox |
| C．Wealth and Happiness | D．Rising income, rising happiness |
10 . Handing your baby a phone or a tablet to play with may seem like a harmless solution when you’re busy, but it could actually affect their development, a new study has found.
Having anywhere from one to four hours of screen time per day at age l is linked with higher risks of developmental delays in communication skills, fine motor skills, personal and social skills,and problem-solving skills by age 2, according to a study of 7,097 children published in the journal JAMA Pediatrics. The study measured how many hours children used screens per day at age 1 and how they performed in these developmental domains (领域) at ages 2 and 4. Both measures were according to the mothers’ self-reports.
By age 2, those who had had up to four hours of screen time per day were up to 3 times more likely to experience developmental delays in communication and problem-solving skills. Those who had spent four or more hours with screens were 4.78 times more likely to have underdeveloped communication skills,1.74 times more likely to have poor performances in fine motor skills and two times more likely to have underdeveloped personal and social skills by age2. By age 4, risk remained only in the communication and problem-solving categories.
“One of the areas that is relatively understudied in the whole screen time literature is looking at the impacts of screen exposure on very young kids, especially when screens are introduced to babies,” said Dr. John Hutton, an associate professor of general and community pediatrics (儿科) at Cincinnati Children’s Hospital Medical Center. “It’s definitely a global concern, and I think the findings should really be applied to other countries as well.”
“Technology use can take time away from interpersonal relationships that develop social skills since real people are more multidimensional than characters on a screen.” Hutton added. Looking at people’s faces is when our brains turn on to figure out how to interact with them.
1. What does the new study focus on?| A．A baby’s mental health. | B．Children’s developmental skills. |
| C．A kid’s academic performance. | D．Students’ creative abilities. |
| A．Analyzing data. | B．Giving examples. |
| C．Reviewing literature. | D．Doing experiments. |
| A．The impact of screen exposure should be studied. |
| B．The findings should be applied to certain countries. |
| C．Global attention should be paid to kids’ screen hours. |
| D．Screens should be introduced to more and more babies. |
| A．What Faults Can Be Found with Screens |
| B．What Difficulties A Young Kid Will Face |
| C．How Screens Change Developmental Skills |
| D．How Screen Time Influences Kids’ Development |
