| A．In a library. | B．In a bookstore. |
| C．In an office. | D．In a furniture store. |
2 . 
No, it’s not their shoe size.
They read. At least two books a month. They’re also among the top 10 richest people in the world. And they’re not alone in their love for books, with 1, 200 other millionaires, who quote reading as a core part of their self-education.
You knew that reading books makes your life better. It’s not even all about money, fame and success. It’s about becoming a more knowledgeable and valuable person. Additionally, reading helps you prevent stress and keep depression at bay, while enhancing your confidence, improving your decision-making, increasing your empathy and overall satisfaction with life.
You know all the benefits of reading, so what’s stopping you from reading more books?
Time!
“I don’t have time to read.”
Have you said those words before?
You say it because...
you have an incredibly demanding college degree to study for…
your loved ones are sitting at home, counting on you to put food on the table…
you are too occupied with work to open a book…
But let’s imagine another reality for a second. What would your life look like if you read just two books every month?
Would you finally…
have what it takes to start that business?
be a better parent?
feel more fulfilled?
Hold on to that vision for a second. If you want to make it a reality, this email course, Time 2 Read, will be your guide for the next 10 days. It’s free of charge and specifically designed to help you take time back, start building a daily reading habit and turn wanting to read into actual reading.
Enter your email below to make time to read, start learning daily and become more valuable to the world.
You’ll be sent 7 lessons via email over the next 10 days, starting right after you sign up here. Each email contains a story, a principle, and an experiment. Get started, and your reading life will never be the same!
1. Where does this passage probably come from?| A．A leaflet publicizing a reading activity. |
| B．A website promoting a reading course. |
| C．A TV program advertising reading skills. |
| D．A handbook providing reading materials. |
| A．To express his admiration for them. |
| B．To indicate the importance of reading. |
| C．To highlight their time management skills. |
| D．To illustrate the success of the course. |
| A．Those who are willing to read more but struggle with time. |
| B．Those who are sick of making excuses to delay their life plans. |
| C．Those who are eager to become a millionaire like the four guys. |
| D．Those who are determined to be more and more self-disciplined. |
| A．The theme is too hard to understand. | B．The sound is too frightening. |
| C．The opening images are too violent. | D．The language is unacceptable. |
| A．The dialect. | B．The conversation. |
| C．The background. | D．The plot. |
| A．It makes the book unusual. | B．It makes the characters vivid. |
| C．It makes the dialogues humorous. | D．It makes the book easy to read. |
| A．The film is officially prohibited to children because of violence in it. |
| B．The woman finds that the film is more interesting than the book. |
| C．The man believes the film is fairly priced and recommends seeing it. |
| D．The man has negative comments both on the book and the film. |
| A．He should finish other work first. |
| B．He should not have chosen a thick book. |
| C．He should start reading the book at once. |
| D．He should quit because of the difficulties. |
| A．In the library. | B．In the bookstore. |
| C．In the museum. | D．In the gallery. |
6 . You may know the saying, “Don’t judge a book by its cover.” It
The Living Library project was started in 2000 by a group of young people in Denmark. They wanted to reduce
Reading living books is very
The project began to gain in
The event was divided into four rounds; each lasted 40 minutes. In each round,
In Living Library events like this one, it is not one person
“Everyone is a book,” said Liu Qiongxiong, the organizer of the event in Guangzhou. “By reading others we can better understand each other and
| A．challenges | B．talks about | C．makes use of | D．sums up |
| A．the other | B．any other | C．another | D．each other |
| A．convey | B．relate | C．talk | D．donate |
| A．sci-fi | B．comedy | C．horror | D．action |
| A．prejudices | B．differences | C．violence | D．change |
| A．fairly | B．silently | C．equally | D．seriously |
| A．locations | B．occasions | C．schools | D．professions |
| A．simple | B．difficult | C．complex | D．shallow |
| A．test | B．organize | C．dismiss | D．discuss |
| A．control | B．popularity | C．access | D．time |
| A．up to | B．all | C．at least | D．only |
| A．curiously | B．questions | C．hesitation | D．misunderstanding |
| A．fighting | B．challenging | C．teaching | D．criticizing |
| A．judged | B．respected | C．ranked | D．numbered |
| A．regulations | B．inequalities | C．characters | D．ourselves |
7 . As an active theater-goer and play-reader, I edit this book to share my passion for the theater with others. To do this I have searched through many plays to find the ones that I think best show the power and purpose of the short play.
Each play has a theme or central idea the playwright (剧作家) hopes to get across through dialogue and action. A few characters are used to create a single impression growing out of the theme. It is not my intention to point out the central theme of each of the plays in this collection, for that would, indeed, ruin the pleasure of reading, discussing, and thinking about the plays and the effectiveness of the playwright. However, a variety of types are presented here. These include comedy, satire (讽刺剧), historical and regional drama. To show the diverse nature of the short play, I have included a guidance play, a radio play and a television play.
Among the writers of the plays in this collection, Paul Green, William Saroyan, and Maxwell Anderson have all received Pulitzer Prizes for their contributions to the theater. More information about the playwrights will be found at the end of this book.
To get the most out of reading these plays, try to picture the play on stage, with you, the reader, in the audience. The house lights become less bright. The curtains (幕布) are about to open, and in a few minutes, the action and dialogue will tell you the story.
1. What do we know about the author from paragraph 1?| A．He has written dozens of plays. | B．He is a professional stage director. |
| C．He has a deep love for the theater. | D．He likes reading short plays to others. |
| A．State the plays’ central ideas. | B．Select works by famous playwrights. |
| C．Include various types of plays. | D．Offer information on the playwrights. |
| A．Control their feelings. | B．Use their imagination. |
| C．Apply their acting skills. | D．Bear their audience in mind. |
| A．A short story. | B．An introduction to a book. |
| C．A play comment. | D．An advertisement for a theater. |
8 . While more and more scientists are working on nonfiction science books for the general reader, I think we also need a change.
The typical expert-voiced monologues (独白) that scientists write are a wonderful component of the engagement effort, but the form is limited. Such books are largely ready people already willing to pick up a science book, or who are open to the authoritative academic’s voice telling them how to think. There are plenty of people who can engage with science but who find those kinds of books a sometimes unwelcome reminder of the classroom.
Following from my belief that science is for everyone, I suggest that publishers need to work with scientists to expand the kinds of books on offer, assured that there is an audience for them. Progress is possible. Many years ago, I realized it is hard to find books on the nonfiction science shelf that let readers see themselves as part of the conversation about science. So I thought about an entire book of conversations about science taking place between ordinary people. While “overhearing” those conversations, readers learn some science ideas. It’s a resurrection of the dialogue form, known to the ancient Greeks, and to Galileo, as a device for exchanging ideas, but with contemporary settings: cafes, restaurants, trains and so on.
I decided it would be engaging for the reader to actually see who’s having those conversations, and where, instead of describing them in words. This led me to realize that I was thinking about a powerful form of visual storytelling: Graphic novels for adults have matured and exploded in popularity in recent years. Spiegelman’s “Maus: A Survivor’s Tale” and Bechdel’s “Fun Home” are just two well-known examples.
But the storytelling tools of the graphic book have been little used to convey nonfiction science ideas to a general adult audience. The vast majority of contemporary graphic books with a science focus are presented instead as “explainer/adventure comics” for younger audiences. This is an important genre, but graphic books about science should not be limited to that.
And while there are several excellent graphic books for adults that include science, they typically focus instead on the lives of famous scientists, with discussion of the science itself as a secondary goal. Some excellent recent examples that balance the two aspects well include Ottaviani arid Myrick’s “Feyrunan” and Doxiadis and Papadimitriou’s “Logicomix”. The scarcity of science-focused non-biographical (非自传体的) graphic books for adults is especially true in my field of physics. So I decided that here was an opportunity to broaden the kinds of nonfiction science book available to engage the public.
1. It can be inferred from Para.2 that the expert-voiced monologues don’t appeal to _________.| A．those who are interested in scientific ideas |
| B．those who have no talents for scientific research |
| C．those who would like to know how scientists think |
| D．those who think science classes in school are uninteresting |
| A．announcement | B．comeback | C．explanation | D．representation |
| A．A collection of scientists’ life stories. | B．A book written by a Nobel Prize winner. |
| C．An adventure novel focusing on science. | D．A comic book conveying scientific ideas. |
| A．A well-known writer who writes to promote science among the public. |
| B．A possible way to get nonfiction science books to appeal to the public. |
| C．A new approach to have the public get interested in new scientific ideas. |
| D．An easy access for the public to have a general idea of what science is. |
| A. nesting B. signals C. accessible D. overnight AB. decisively AC. illiterates AD. literally BC. unaware BD. motivated CD. accused ABC. terrifying |
The good news is that today’s teenagers are greedy readers and productive writers. The bad news is that what they are reading and writing are text messages.
It’s an unmissable trend. Even if you don’t have teenage kids, you’ll still see other people’s offspring wandering around, their eyes averted, tapping away, totally
Now before I am
According to a survey carried about in 2019, half of today’s teenagers don’t read books except when they’re made to. What is more
Why does this matter? Because, to some extent, this texting craze can and will produce a large number of cultural
So how can we encourage our teenagers to read books? Whether in the classroom or at home, one of the best ways to promote reading is by reading together. Another way to encourage reading is to help teenagers set a goal to read a certain number of books or read books from a certain genre. This will help them stay focused and
But don’t expect children to fall in love with reading
Does Reading Improve Health
When thinking about our well being and taking care of ourselves, some things that we should do are harder than others. Reading is one of the easier ones. What follows are a number of ways in which reading can help maintain and improve health.
Reading allows you to de-stress by unplugging and escaping. In one study, reading was found to be as effective as yoga and humor in reducing subjective feelings of stress over a 30-minute period, as well as blood pressure and heart rate. Note that a good old-fashioned book or a dedicated eBook reader is the best way to do this.
Readers may live longer than non-readers. One study found that this was supposed to be due to the effect that reading has on maintaining cognitive abilities over time. In another study of individuals aged 64 and over, those who read at least once a week were less likely to experience cognitive decline than those who did not. At the 14-year mark of the study, and regardless of educational level, those who read more enjoyed greater protection. This effect is maintained into readers’ 80’s.
Bibliotherapy, or the use of various reading materials for the promotion of psychological health, is a well-known aid to mental health treatment. Bibliotherapy can consist of any type of literature and may include self-help books, focused readings, first-hand accounts of others’ experiences, and even relevant fiction. This can be a powerful strategy and has been used successfully to reduce depression, suicidal thinking, anxiety, stress and etc.
The benefits of reading are innumerable and reading is a low to no-cost activity. Cheap and no-cost books are everywhere. Public libraries continue to be one of the most amazing resources. If you aren’t a natural reader, you have nothing to lose by giving it a try.
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