1 . “It’s time to wake up, Emily,” my mom sings from the kitchen. I ______ to open my eyes. Why didn’t the alarm on my cellphone go off?

Soon, I realize today is the day for my ______ : “A day without technology.”

I didn’t realize what I had gotten myself into until I was driving to school in my car in ______. No radio broadcasting my favorite songs. I had to sing to myself.

As soon as I got to school, I went to the library to print out my English project . “Uh-oh,” I thought. “This isn’t allowed. ”

The school day went on and I finally grew ______ the rule. This wasn’t so _______! I could do this every day.

I drove home after school, and my ______ eventually went into afterschool mode,______on what I would eat for supper and who would be voted off American Idol later that night. The______thing I knew, I was chatting with my friends on Facebook, checking email and watching a video on YouTube, all at the same time!

My mom walked in and her jaw dropped.

“What happened to no ______?” She asked me. I froze for the second time that day and forced myself to go back to reality. I had ______.

This experiment, which many teenagers would never have the courage to attempt, was actually _______to me. Even though my attempt at going about my day without technology was a failure, I realized that if I really tried, I would be completely   _____ without my addiction to technology.

Hey, we may even find we like talking to our families instead of watching TV. We might________ a bicycle ride or a walk to the park instead of looking at pages and pages of Facebook pictures.

These devices certainly make my life easier, and I definitely wouldn’t _______getting rid of them altogether, but I do believe the lives of today’s teenagers would be obviously _________without our technology dependence.

1.

A．try

B．pretend

C．refuse

D．decide

2.

A．expectation

B．exploration

C．experience

D．experiment

3.

A．doubt

B．silence

C．surprise

D．excitement

4.

A．interested in

B．annoyed with

C．impatient with

D．used to

5.

A．hard

B．easy

C．strange

D．comfortable

6.

A．rule

B．plan

C．mind

D．role

7.

A．agreeing

B．concentrating

C．counting

D．depending

8.

A．one

B．first

C．last

D．next

9.

A．homework

B．control

C．pressure

D．technology

10.

A．improved

B．started

C．failed

D．finished

11.

A．available

B．convenient

C．beneficial

D．avoidable

12.

A．fine

B．terrible

C．creative

D．successful

13.

A．quit

B．enjoy

C．hate

D．regret

14.

A．suggest

B．mind

C．practice

D．prevent

15.

A．boring

B．complicated

C．difficult

D．different

2 . Children moving from primary to secondary school are ill-equipped to deal with the effect of social media, as it is playing an increasingly important role in their lives and exposing (暴露) them to significant risk, according to a recent report by the Office of the Children’s officer of England.

The report shows that many children in year 7 – the first year of secondary school, when most of the students will have a phone and be active on social media – feel under pressure to be constantly connected.

They worry about their online image ,particularly when they start to follow celebrities (名人) on Instagram and platforms. They are also concerned about “sharenting” – when parents post pictures of them on social media without their permission – and worry that their parents won’t listen if they ask them to take pictures down.

The report, which was created with data from focus group interviews with 8- to 12- year- olds, says, that although most social media sites have an official age limit of 13, an estimated (估计) 75 percent of 10- to 12- year- old have a social account.

Some of them are almost addicted to “likes”, the report says. Aaron, an 11- year- old in year 7, told researchers, “If I got 150 likes, that’s pretty cool, it means they like you.” Some children described feeling inferior (下级的) to those they follow on social media. Aimee, also 11, said, “You might compare yourself because you’re not very pretty compared to them.”

Children’s officer of England Anne Longfield is calling on parents and teachers to do more to prepare children for the emotion impact of social media as they get older. She wants to see the courses set for students in year 6 and 7.

“It is also clear that social media companies are still not doing enough to stop under-13s using their platform in the first place,” Longfield said.

“Just because a child has learned the safety messages at primary school does not mean they are prepared for all the challenges that social media will present,” Longfield said.

“It means a bigger role for schools in making sure children are prepared for the emotional demands of social media. And it means social media companies need to take more responsibility,” Longfield said.

1. What can we learn from the report?

A．An increasingly number of 7- year- olds are being exposed to social media.

B．Social media occupied too much time for secondary school students.

C．Many secondary school students suffer from social media-related stress.

D．The use of social networking is causing relationship problem with friends.

2. Some students in year 7 are concerned        .

A．about how they are seen on social media sites.

B．about becoming addicted to social media.

C．that their parents will monitor their use of social media.

D．that their parents won’t allow them to post pictures.

3. From the report, it can be concluded that some 10- to 12- year- old children       .

A．tend to copy the celebrities they follow.

B．wish to be recognized by others.

C．ignore the number of likes they get.

D．feel inferior to their followers.

4. Anne Longfield suggests that       .

A．parents monitor how their children use social media.

B．social media companies set an official age limit of 13.

C．social media companies create special sites for children under 13.

D．schools help equip students for the challenge of social media.