.Thethirdthemeofgeographyismov-优题课

Cancer researchers urged people on Wednesday to take more vitamin D to lower risk of cancer， saying studies showed a clear link. "Our suggestion is for people to increase their intake， through diet or a vitamin supplement，" Dr. Cedric Garland said in a telephone interview.
Garland's research team reviewed 63 studies，including several large long-term ones，on the relationship between vitamin D and certain types of cancer worldwide between 1966 and 2004. "There's nothing that has this ability to prevent cancer，" he said， urging governments and public health officials to do more to fortify foods with vitamin D. Garland is part of a University of California at San Diego Moors Cancer Center team that published its findings this week online in the American Journal of Public Health.
Vitamin D is found in milk，as well as in some fortified orange juice，yogurt and cheeses，usually at around 100 international units （IU） a serving. People might want to consider a vitamin supplement to raise their intake to 1000 IUs per day， Garland said，adding that it was well within the safety guidelines established by the National Academy of Sciences.
The authors said that taking more vitamin D could be especially important for people living in northern areas，which receive less vitamin D from sunshine.
African Americans，who don't produce as much of the vitamin because of their skin color， could also benefit significantly from a higher intake， the authors said.
Which of the following can not help people get more Vitamin D？

A．Have some sunshine	B．Have more meat
C．Have more fortified cheese	D．Have a vitamin supplement

Who can Garland probably be？

A．A health researcher	B．A doctor
C．A scientist	D．A public health official

Which of the following food can lower people‘s chance of getting cancer？

A．Milk	B．Fortified orange juice
C．Fortified yogurt	D．All of the above

People from which area should take more Vitamin D according to the passage？

A．Asian people	B．African people
C．American people	D．European people

Once upon a time，the animals decided that they must do something heroic to meet the problems of” a new world”．So they organized a training school．
They adopted an activity curriculum（课程） consisting of running，climbing，swimming and flying．To make it easier to manage the curriculum，all the animals took all the subjects．
The duck was excellent in swimming，in fact，better than his instructor，but he made only passing grades in flying and was very poor in running．Since he was slow in running，he had to stay after school and also drop swimming in order to practice running．This was kept up until his webbed(脚蹼) feet were badly worn and he was only average in swimming．But average was acceptable in school，so nobody worried about that except the duck．
The rabbit started at the top of the class in running，but had a nervous breakdown because of so much make-up work in swimming．
The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down．He also developed a “Charlie horse” and then got a C in climbing and a D in running．
The eagle was a problem child and was disciplined severely．In the climbing class he beat all the others to the top of the tree，but insisted on using his own way to get there．
At the end of the year，an abnormal eel that could swim very well，and also run，climb and fly a little，had the highest average and was the one who gave a good-bye speech．
The prairie dogs stayed out of the school because the administration would not add digging to the curriculum．
Why was the duck kept after school according to the passage? Because ________．

A．he only passed in flying

B．he ran very slowly

C．he wasn’t good at swimming

D．he had to practice climbing

We can learn from the passage that ________．

A．an abnormal eel’s average score is the highest in all subjects

B．the squirrel met frustration before practicing climbing

C．the rabbit liked to make up in water so she failed at last

D．in fact，the duck behaved better than any other animal in class

What’s the reason that the eagle was disciplined?

A．He was a problem child．

B．He beat all to become the best．

C．He didn’t do as teachers taught．

D．He decided to climb to the top of the tree．

What activity curriculums were not offered in this training school?

A．Running．

B．Swimming．

C．Flying．

D．Digging．

In a new study about the way kids learn math in elementary school, Beilock and Levine found a surprising relationship between what female teachers think and what female students learn: If a female teacher is uncomfortable with her own math skills, then her female students are more likely to believe that boys are better than girls at math.
“If these girls keep getting math-anxious female teachers in later grades, it may create a snowball effect on their math achievement,” Levine told Science News. In other words, girls may end up learning math anxiety from their teachers. The study suggests that if these girls grow up believing that boys are better at math than girls are, then these girls may not do as well as they would have if they were more confident.
The researchers also gave the students tests to tell whether the students believed that a math superstar had to be a boy. Then the researchers turned to the teachers: To find out which teachers were anxious about math, the researchers asked the teachers how they felt at times when they came across math, such as when reading a sales receipt. A teacher who got nervous looking at the numbers on a sales receipt, for example, was probably anxious about math.
Boys, on average, were unaffected by a teacher’s anxiety. On average, girls with math-anxious teachers scored lower on the end-of-the-year math tests than other girls in the study did. Plus, on the test showing whether someone thought a math superstar had to be a boy, 20 girls showed feeling that boys would be better at math — and all of these girls had been taught by female teachers who had math anxiety.
According to surveys done before this one, college students who want to become elementary school teachers have the highest levels of anxiety about math. Plus, nine of every 10 elementary teachers are women, Levine said.
Which of the followings is NOT the study mentioned in the passage?

A．Girls may be bad at math because of their female teachers’ anxiety.

B．Most students tend to believe that a math superstar has to be a boy.

C．What kind of teachers is more likely to have math anxiety.

D．On average boys are also affected by a teacher’s anxiety.

What can you infer from the second paragraph?

A．Girls can do as well as boys if they are confident.

B．Girls are born much weaker than many boys.

C．Boys are stronger and better in math than girls.

D．Girls who are bad at math can do other things better.

According to the last paragraph, Levine’s imply attitude to the math teaching in elementary schools is _______.

A．hopeful

B．disappointed

C．worried

D．content

I told my friend Graham that I often cycle the two miles from my house to the town centre but unfortunately there is a big hill on the route. He replied, "You mean fortunately." He explained that I should be glad of the extra exercise that the hill provided.
My attitude to the hill has now changed. I used to grumble as I approached it but now I tell myself the following. This hill will exercise my heart and lungs. It will help me to lose weight and get fit. It will mean that I live longer. This hill is my friend. Finally as I wend my way up the incline I console myself with the thought of all those silly people who pay money to go to a gym and sit on stationery exercise bicycles when I can get the same value for free. I have a smug smile of satisfaction as I reach the top of the hill.
Problems are there to be faced and overcome. Helen Keller was the first deaf and blind person to gain a University degree. Her activism and writing proved inspirational. She wrote, "Character cannot be developed in ease and quiet. Only through experiences of trial and suffering can the soul be strengthened, vision cleared, ambition inspired and success achieved."
One of the main determinants of success in life is our attitude towards adversity. From time to time we all face hardships, problems, accidents, afflictions and difficulties. Some are of our making but many confront us through no fault of our own. Whilst we cannot choose the adversity we can choose our attitude towards it.
The biographies of great people are littered with examples of how they took these kinds of steps to overcome the difficulties they faced. The common thread is that they did not become defeatist or depressed. They chose their attitude. They chose to be positive. They took on the challenge. They won.
Which of the following would be the best title of the passage?

A．Attitude makes difference

B．Well begun is half done.

C．The early bird gets the worm.

D．Easier said than done.

From Helen Keller’s example we can infer that__________.

A．Great people are born to be great and successful

B．Life is hard and difficult so we have to give up

C．We cannot achieve anything with an easy life

D．Practice makes people successful and powerful

What do you think the author is most likely to suggest if he/she continues to write?

A．Some examples of our daily life.

B．His stories of overcoming difficulties.

C．Stories of some unlucky great people.

D．Some examples of his friend Graham.

The underlined word “adversity ” in the fourth paragraph probably NOT refers to ______.

A．problems

B．difficulties

C．hardships

D．advertisements

In 1924, Hachiko was brought to Tokyo by his owner, Hidesaburo Ueno, a professor in the agriculture department at the University of Tokyo. During his owner's life Hachiko saw him off from the front door and greeted him at the end of the day at the nearby Shibuya Station. The pair continued their daily routine until May 1925 when Professor Ueno didn't return on the usual train one evening. The professor had suffered a stroke at the university that day. He died and never returned to the station where his friend was waiting.

Hachiko was given away after his master's death but he routinely escaped, showing up again and again at his old home. After time, Hachiko realized that Professor Ueno no longer lived at the house. So he went to look for his master at the train station where he had accompanied him so many times before. Each day, Hachiko waited for Professor Ueno to return.And each day he didn't see his friend among the crowd at the station.
Hachiko became a permanent figure at the train station, which eventually attracted the attention of many people. Many of the people who frequented the Shibuya train station had seen Hachiko and Professor Ueno togethereach day. Realizing that Hachiko waited for his dead master, their hearts were touched. They brought Hachiko treats and food to nourish him during his wait. This continued for 10 years, with Hachiko appearing only in theevening, precisely when the train was due at the station.
Hachiko: The True Story of the Royal Dogs of Japan is Hachiko's story, as well as an informative look at dog culture in Japan and the history and tradition of the Akita-ken, one of the most ancient,beloved and faithfuldog breeds ever.
The underlined word “his friend ” in the first paragraph refers to ______.

A．Hachiko

B．Ueno

C．Tokyo

D．Shibuya

Which of the following statements about Hachiko is NOT true?

A．Hachiko saw his master off from the front door everyday.

B．Hachiko appeared every evening in the station for ten years.

C．Many people offered Hachiko food during his waiting.

D．Hachiko was adopted by others after his master's death.

The first four paragraphs are developed mainly__________.

A．by cause and effect	B．by order in space
C．by order in time	D．by examples

We can infer that Hachiko: The True Story of the Royal Dogs of Japan is likely to be ____.

A．a book

B．a magazine

C．a song

D．a picture