C
Being able to multitask—doing several things at the same time—is considered a welcome skill by most people. But if we consider the situation of the young people aged from eight to eighteen, we should think again.
What we often see nowadays is that young people juggle an ever larger number of electronic devices(电子产品)as they study. While working, they also surf on the Internet, send out emails, answer the telephone and listen to music on their iPods. In a sense, they are spending a significant amount of time in fruitless efforts as they multitask.
Multitasking is even changing the relationship between family members. As young people around them. They can no longer greet family members when they enter the house, nor can they cat at the family table.
Multitasking also affects young people’s performance at university and in the workplace. When asked about their opinion of the effect of modern gadgets(器具)on their performance of tasks, many young people gave a positive response(反应). However, the response from the worlds of education and business was not quite as positive. Educators feel that multitasking by children has a serious effect on later development of study skills. They believe that many college students now need help to improve their study skills. Similarly, employers feel that young people entering the job market need to be taught all over again, as modern gadgets have made it unnecessary for them to learn special skills to do their work.
What does the underlined word “juggle” in Paragraph 2 most probably mean?
| A．Want to buy | B．Take the place of. |
| C．Use at the same time | D．Seek for information from. |
In Paragraph 3, the author points out that .
| A．family members do not cat at the family table |
| B．family member do not greet each other |
| C．young people live happily in their families |
| D．young people seldom talk with their family members |
What is the main idea of the last paragraph?
| A．Multitasking is harmful to young people’s development. |
| B．Young people benefit a lot from modern gadgets |
| C．Multitasking is an important skill to young people. |
| D．Young people must learn skills for future jobs. |
The author develops the passage mainly by .
| A．providing typical examples | B．following the natural time order |
| C．comparing opinions from different fields | |
| D．presenting a cause and analyzing its effects |
B
In Britain and other countries，young people sometimes take a “gap year，” a year off between high school and college．This idea never gained a big following in America．Recent news reports have suggested that interest may be growing，though there are no official numbers．
Charles Deacon，Dean of Admissions at Georgetown University in Washington，D．C．，estimates that in the current first-year class of 1，600 students，only about 25 decided to take a year off．He says this number hasn’t changed much over the years．
Mr．Deacon says the most common reason for taking a “gap year” is to have a chance to travel，but he says international students may take a “gap year” to meet requirements at home for military duty．
Some high school graduates see a year off as a chance to recover after twelve years of required education，but it can also give students a chance to explore their interests．Students hoping to be doctors，for example，could learn about the profession by volunteering in a hospital．
Many colleges and universities support gap-year projects by permitting students to delay their admission．Experts say students can grow emotionally and intellectually as they work at something they enjoy．
The Harvard admissions office has an essay on its Web site called “Time Out or Burn Out for the Next Generation．” It praises the idea of taking time off to step back，think and enjoy gaining life experiences outside the pressure of studies．It also notes that students are sometimes admitted to Harvard or other colleges partly because they did something unusual with that time．
Of course，a gap year is not for everyone．Students might miss their friends who go on directly to college，and parents might worry that their children will decide not to go to college once they take time off．Another concern is money．A year off，away from home，can be costly．
Holly Bull’s job is to specialize in helping students plan their gap year．She notes that several books have been written about this subject．She says these books along with media attention and the availability of information on the Internet have increased interest in the idea of a year off，and she points out that many gap-year programs cost far less than a year of college．What is the passage mainly about？
| A．If you want to go to an American university，take a gap year first． |
| B．More and more American students are choosing to take a year off． |
| C．It is likely that taking a “gap year” is becoming popular in America． |
| D．Americans hold different opinions towards students’ taking a “gap year”． |
How many reasons for students’ taking a “gap year” are mentioned in the passage？
| A．2 | B．3 | C．4 | D．5． |
The essay “Time Out or Burn Out for the Next Generation．” suggests that ______．
| A．every student must take a“gap year”before applying for a famous university |
| B．some famous universities encourage students to gain more life experiences |
| C．taking a‘gap year’can make students free from life learning |
| D．the stress of studies does harm to the students’ health |
What can we learn from the passage？
| A．Charles Deacon doesn’t support the idea of the students’ taking a “gap year”． |
| B．Books and media have contributed to the students’ interest in school learning． |
| C．Parents might disagree with the program，concerned about their children’s future． |
| D．Experts agree taking a year off will benefit the students emotionally and physically． |
阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
A
It’s interesting that technology often works as a servant for us，yet frequently we become a servant to it．E-mail is a useful tool but many feel controlled by this new tool．The average business person is getting about 80 e-mails per day and many feel that about 80% of the messages in their “Inbox” are of little or no value．
So，I have four suggestions to help you to become better at “Erasing E-mail”．
1．Get off the lists．The best way to deal with a problem is to never have it．If you are receiving a lot of unwanted e-mails，ask to be removed from the various lists．This would include your inclusion in unwanted lists．
2．“Unlisted address”．Just as you keep an “unlisted” telephone number that you share only with those whom you want to have direct access to，you might want to get a separate e-mail address only for the important communications you wish to receive．
3．Check it once or twice per day．Many I speak with are becoming chained to their email server，monitoring incoming email continuously．Maybe this is because e-mail creates its own sense of urgency，but most of the communications are not all that urgent．I respond to them a couple of times per day．
4．Deal with it．As you open each e-mail，do one of the following:
a．If it requires a quick response，respond to it and delete it．
b．If it requires a response but is not the best use of your time，try to find someone else to do it．
c．If it is going to take any serious amount of time to respond，schedule it for action in your Day Planner and then download the message，save it，or print it out for future action．
I personally receive about 250 e-mails per day and by practicing the suggestions above，I can handle that volume in about an hour，taking advantage of this fantastic tool but not being controlled by it to make sure I’m doing more important tasks in my day．If you get unwanted e-mails，the best you can do is to ________．
| A．make a list of them |
| B．put them into unwanted lists |
| C．send them to a special address |
| D．ask to be deleted from different lists |
For the important communications，the writer suggests that you ______．
| A．have a direct access for them |
| B．have several e-mail servers for them |
| C．get a separate e-mail address for them |
| D．get an unlisted phone number for them |
To avoid being chained by the coming e-mails，what you can do is to ________．
| A．respond urgent ones only |
| B．reply to all of them at the same time |
| C．handle them a couple of times daily |
| D．keep replying to e-mails all day long |
To deal with an e-mail you get，you can do the following EXCEPT _______．
| A．responding right away if it’s urgent |
| B．downloading every e-mail before you reply |
| C．scheduling it for later reply if it takes much time |
| D．asking someone else to reply to it if it’s not at your convenience |
When you make a mistake, big or small, cherish it like it’s the most precious thing in the world．Because in some ways, it is．
Most of us feel bad when we make mistakes, beat ourselves up about it, feel like failures, get mad at ourselves．
And that’s only natural: most of us have been taught from a young age that mistakes are bad, that we should try to avoid mistakes．We’ve been scolded when we make mistakes—at home, school and work．Maybe not always, but probably enough times to make feeling bad about mistakes an unconscious reaction．
Yet without mistakes, we could not learn or grow．If you think about it that way, mistakes should be cherished and celebrated for being one of the most amazing things in the world: they make learning possible; they make growth and improvement possible．
By trial and error—trying things, making mistakes, and learning from those mistakes—we have figured out how to make electric light, to paint the ceiling of the Sistine Chapel, to fly．
Mistakes make walking possible for the smallest toddler, make speech possible, make works of genius possible．
Think about how we learn: we don’t just consume information about something and instantly know it or know how to do it．You don’t just read about painting, or writing, or computer programming, or baking, or playing the piano, and know how to do them right away．Instead, you get information about something, from reading or from another person or from observing, then you make mistakes and repeat, making mistakes, learning from those mistakes, until you’ve pretty much learned how to do something．That’s how we learn as babies and toddlers, and how we learn as adults．Mistakes are how we learn to do something new—because if you succeed at something, it’s probably something you already knew how to do．You haven’t really grown much from that success—at most it’s the last step on your journey, not the whole journey．Most of the journey was made up of mistakes, if it’s a good journey．
So if you value learning, if you value growing and improving, then you should value mistakes．They are amazing things that make a world of brilliance possible．Why do most of us feel bad about making mistakes?
| A．Because mistakes make us suffer a lot． |
| B．Because it’s a natural part in our life． |
| C．Because we’ve been taught so from a young age． |
| D．Because mistakes have ruined many people’s careers． |
According to the passage, what is the right attitude to mistakes?
| A．We should try to avoid making mistakes． |
| B．We should owe great inventions mainly to mistakes． |
| C．We should treat mistakes as good chances to learn． |
| D．We should make feeling bad about mistakes an unconscious reaction． |
The underlined word “toddler” in Paragraph 6 probably means_________．
| A．a small child learning to walk |
| B．a kindergarten child learning to draw |
| C．a primary pupil learning to read |
| D．a school teenager learning to write |
We can learn from the passage that_________．
| A．most of us can really grow from success |
| B．growing and improving are based on mistakes |
| C．we learn to make mistakes by trial and error |
| D．we read about something and know how to do it right away |
Guide to Stockholm University Library Our library offers different types of studying places and provides a good studying environment．
Zones
The library is divided into different zones．The upper floor is a quiet zone with over a thousand places for silent reading, and places where you can sit and work with your own computer．The reading places consist mostly of tables and chairs．The ground floor is the zone where you can talk．Here you can find sofas and armchairs for group work．
Computers
You can use your own computer to connect to the wi-fi specially prepared for notebook computers, you can also use library computers, which contain the most commonly used applications, such as Microsoft Office．They are situated in the area known as the Experimental Field on the ground floor．
Group-study places
If you want to discuss freely without disturbing others, you can book a study room or sit at a table on the ground floor．Some study rooms are for 2-3 people and others can hold up to 6-8 people．All rooms are marked on the library maps．
There are 40 group-study rooms that must be booked via the website．To book, you need an active University account and a valid University card．You can use a room three hours per day, nine hours at most per week．
Storage of Study Material
The library has lockers for students to store course literature．When you have obtained at least 40 credits(学分), you may rent a locker and pay 400 SEK for a year’s rental period．
Rules to be Followed
Mobile phone conversations are not permitted anywhere in the library．Keep your phone on silent as if you were in a lecture and exit the library if you need to receive calls．
Please note that food and fruit are forbidden in the library, but you are allowed to have drinks and sweets with you．The library’s upper floor is mainly for students to________．
| A．read in a quiet place |
| B．have group discussions |
| C．take comfortable seats |
| D．get their computers fixed |
Library computers on the ground floor________．
| A．help students with their field experiments |
| B．are for those who want to access the wi-fi |
| C．contain software necessary for schoolwork |
| D．are mostly used for filling out application forms |
What condition should be met to book a group-study room?
| A．Group must consist of 8 people． |
| B．One should have an active University account． |
| C．Three-hour use per day is the minimum． |
| D．Applicants must mark the room on the map． |
A student can rent a locker in the library if he________．
| A．has earned the required credits |
| B．attends certain course |
| C．has nowhere to put his books |
| D．can afford the rental fee |
What should NOT be brought into the library？
| A．Mobile phones |
| B．Orange juice |
| C．Candy |
| D．Sandwiches |
The parents of a troubled teen may feel unsure as to whom to turn to in order to find help for their child. They may feel as if they have exhausted all of their options, and sometimes they are on the verge of giving up. But there is hope. Schools for troubled teens offer discipline and in some cases, drug treatment programs that can provide important life skills, and more importantly, a fresh start.
The following is a list of the most effective types of schools for troubled teens. Not every facility is a match for every child, but by knowing the differences between them, parents can make a better educated decision about where to send their teenager.
Boarding Schools
When a child is unable to deal with the relative freedom of a standard school day, boarding schools might be a good choice. At boarding schools, the child lives in a dorm setting, where almost every minute of the day is scheduled by school administrators.
Treatment Centers
When a teenager has an addiction to drugs or alcohol, a residential center that specializes in young people is an outstanding way to help them break the cycle of addiction. Treatment centers feature individual and group counseling to help identify the root causes of the drug problem and help develop the life skills needed to stay clean when the program is over.
Wilderness Programs
Designed to help improve the discipline and self-reliance of the child, wilderness programs send kids back to nature. By placing them in a foreign and sometimes uncomfortable setting, wilderness programs hope to improve children’s behavior. Programs generally include hikes, exercise programs and team building exercises.
Boot Camps
Boot camps are the most extreme style of school for troubled teens. These facilities are modeled after actual military boot camps, where the individual must get into shape, work as part of a team, and follow a long, hard set of rules and regulations. However, boot camps might not be the best choice for a teen with a drug addiction.Who would be the intended readers of the passage?
| A．Teachers. | B．Parents. |
| C．Students. | D．Experts. |
As the author suggests, schools for troubled teens______.
| A．can be a good choice for some desperate parents |
| B．can completely help and change troubled teens |
| C．are becoming popular with teens in trouble |
| D．care more about discipline than life skills |
According to the passage, boarding schools_____.
| A．provide children with more freedom |
| B．have their students’ time managed carefully |
| C．pay much attention to team building exercises |
| D．can make children feel safer |