1 . When I zipped through elementary school way back in the 1950s, in English class we were encouraged to express ourselves through creative writing, public speaking or perhaps taking part in some form of drama. And as we shared our creativity we were improving our communication skills. The emphasis here was how best to convey our thoughts and talents as clearly as possible. Yet it seemed that all spoken word exercises were being taught only from the speaker’s point of view, with little or no time spent teaching the fine art of listening.
And that was a missed opportunity because young children are remarkable listeners. They take in words, ideas and speech patterns, quite often without our awareness. Yet somewhere along the way, we teach them to stop listening. Perhaps they would benefit from lessons in selective silence, concentration, while focusing on knowing how to process all incoming information. Sadly, to the best of my knowledge, no such programs are offered.
We seem to allocate less time to actually listening to one another. There is no question that we are a nation of bad listeners. One reason might be the fact that we have become a much more visual society as result of exposure to television, the Internet and all manner of hand-held wireless devices. We tend to be more self-absorbed and primarily focused on hearing ourselves talk rather than listening to others.
I attended a small family gathering a few years ago and almost everyone except my 86-year-old aunt was constantly texting or checking email on their iPhone. It made me wonder why we had bothered get together in the first place as we were paying so little attention to one another. We could just as easily have had an online get-together.
Listening is indeed a rare and special talent. And one that takes a lot of practice. But once you have gotten comfortable with the technique, you might find your next tete-a-tete a whole lot more meaningful. Simply listening for nuances in conversation will provide so much more context and substance for the words you are hearing. Remember, in order to be interesting, you must first be interested. And in conversation, you are supposed to be listening, not waiting to talk.
1. What is the author’s attitude toward the English class in the 1950s?| A．Carefree. | B．Tolerant. | C．Favorable. | D．Objective. |
| A．We have less time to communicate. | B．We have a sense of self-importance. |
| C．The rapid development of technology. | D．The lack of care and understanding for others. |
| A．His aunt wasn’t good at listening. |
| B．His aunt didn’t like attending family gatherings. |
| C．His family members were engaged in hot discussions. |
| D．His family members showed little interest in one another. |
| A．To lead discussions. | B．To give suggestions. |
| C．To create expectations. | D．To make comparisons. |
2 . On average, primary school children in England have at least three sugary snacks a day, Public Health England (PHE) found. This means that the sugar they consume is three times more than the recommended maximum.
Children between the ages of 4 and 10 consume 51.2% of sugar from unhealthy snacks. PHE has launched a campaign, Change4Life, to encourage parents to look for healthier snacks of no more than 100 calories, and to limit them to two a day. The campaign advises parents to give their children a maximum of two snacks a day, with each containing no more than 100 calories. The campaign will also offer parents special suggestions on a range of healthier snacks—ones with 100 calories or fewer—at selected supermarkets, PHE said.
PHE said it had also improved its app so that it could mark the content of sugar, salt and fat in food and drinks. Dr Alison Tedstone told the BBC she hoped the campaign would help parents to choose healthier snacks for their children. “If you wander through a supermarket, you can see much more goods being sold as snacks than ever before,” she said, “It’s a common phenomenon that kids’ lunchboxes are full of snacks, leading to a lot of calories for lunch. Our research shows that parents usually appreciate a rule of thumb (经验法则). However, they are surprised to know how much sugar their children are consuming in snacks now.”
Justine Roberts, founder of Mumsnet, said, “The intake (摄入量) of sugar that kids are getting from snacks and sugary drinks alone is pretty astonishing, and it can often be difficult to distinguish which snacks are healthy and which are not. The rule of thumb from Change4Life can help parents make their decision correctly and wisely. ”
1. In terms of snacks, the Change4Life recommends that children have at most ________.| A．one snack a day | B．three snacks a day |
| C．100 calories a day | D．200 calories a day |
| A．Test the calories of snacks. |
| B．Choose delicious snacks. |
| C．Know the exact content in snacks. |
| D．Save much money buying snacks. |
| A．Most parents’ former experience about snacks is practical. |
| B．It is easy to tell healthy snacks and unhealthy snacks apart. |
| C．Children only take in lots of sugar from snacks and drinks. |
| D．Change4Life is meaningful for parents’ decisions on snacks. |
| A．Solve the Health Problems of Children |
| B．Change the Eating Habits of Children |
| C．Limit Children’s Intake of Calories |
| D．Ensure Children’s Healthy Lifestyle |
