If you're into sports, you've seen it happen． You've probably even experienced it: basketball players shaking hands after four quarters of knocking each other around, tennis players leaping over the net to shake hands with their oppone
nts （对手） after a hard-fought match, soccer players exchanging sport shirts after an intense 90 minutes, even boxers touching gloves at the beginning of each round, then hugging each other after beating each other into a pulp for 12 rounds． It seems like competitors in every event, from spelling bees to hockey, behave this way． What's going on?
It's all part of sportsmanship, a great tradition in sports and competition that means playing clean and handling both vict
ory and defeat with grace, style, and dignity．
What is sportsmanship? Sportsmanship is defined as: playing fair, following the rules of the game, respecting the judgment of referees and officials, treating opponents with respect．
Some people define good sportsmanship as the "golden rule" of sports --- in other words, treating the people you play with and against as you'd like to be treated yourself． You demonstrate good sportsmanship when you show respect for yourself, your teammates, and your opponents, for the coaches on both sides, and for the referees, judges, and other officials．
But sportsmanship isn't just reserved for the people on the field． Cheerleaders and fans also need to be aware of how they behave during competition． Sportsmanship is a style and an attitude; and it can have a positive influence on everyone around you．
Learning good sportsmanship mea
ns finding that the positive attitude learned on the field carries over into other areas of life． At school, for example, you're able to appreciate the contributions made by classmates and know how to work as part of a team to complete a project． You may enjoy more success at work as well, because a big part of learning good sportsmanship is learning to be respectful of others, including customers and co-workers．The author introduces the topic of the passage by___________．
| A．showing an interesting discussion |
| B．comparing several sport events |
| C．explaining some game rules |
| D．giving some specific examples |
When players play clean, ____________．
| A．they play in fresh air | B．they play in a skilled way |
| C．they play within the rules | D．they play without hurting each other |
The purpose of writing this passage is to ____________．
| A．advise readers to take some exercise | B．provide some basic sport knowledge |
| C．show the meaning of sportsmanship | D．expect players to compete actively |
People have been talking about health for a long time because people know the importance of it. People's understanding of health also becomes deeper with the progress in scientific research. Recently the term "health" has come to have a wider meaning than it used to. It no longer means just the absence of illness. Today, health means the well-being of your body, your mind and your relationship with other people. This new concept of health is closely related to another term-quality of life. Quality of life is the degree of overall satisfaction that a person gets from life.
Why has the emphasis of health shifted from the absence of disease to a broader focus on the quality of a person's life? One reason for this has to do with the length and conditions of life that people can now expect. Medical advances have made it possible for people today to live longer, healthier lives. Imagine for a moment that you were born in the year 1900. You could have expected on average to live until about the age of 47. In contrast, if you were born in the year 1999, you could expect to live to the age of 75.________ leads to people's deeper understanding of health.
| A．Common knowledge | B．Better conditions of living |
| C．Progress in scientific research | D．Quality of life |
According to the passage, to people of today, health means ________.
| A．absence of illness | B．overall satisfaction with life |
| C．good conditions of living | D．a long life |
The emphasis of health has shifted nowadays because _________.
| A．people enjoy better conditions of living and they can live longer |
| B．people pay more attention to their physical health, not their mental health |
| C．people have realized the importance of mental well-being |
| D．people are inspired by medical advances |
This passage is mainly about __________.
| A．different understandings of the term "health" |
| B．improving the quality of life |
| C．the importance of quality living |
| D．people's expectations of a long and healthy life |
Jesse Owens was born in Alabama in the USA, in 1913. There were ten children in his family. Jesse was the youngest. He went to school in the city of Cleveland. At school he showed he had a special talent for athletics (田径). He could run fast. He could jump high. He could jump far. Because he was good at athletics, Jesse became a student at Ohio State University.
In May, 1935 in Michigan, USA, he broke the world record for the long jump. This was his first world record. On the 25th May Jesse did something unusual. In 45 minutes he broke six world records. Some people think that this was the greatest athletics achievement ever.
In 1936 Jesse went to the Olympic Games in Berlin, Germany. There were only nineteen black athletes in the USA team. He won gold medals in the 100 meters race, the 200 meters race, the long jump and the relay race.
Jesse was not a professional athlete. This meant that he could not get money for running. Later, he became a professional athlete. To make money he had to appear in strange races. Sometimes he had to race against horses.
In 1960 somebody broke Jesse's last world record. In 1980 Jesse died.Jesse Owens was born in _____in the USA.
A. AlabamaB. ClevelandC. OhioD. MichiganJesse showed he was very good at ______ when he was at school.
| A．basketball | B．swimming | C．athletics | D．shooting |
Jesse's first world record was for the ______.
| A．running | B．relay race | C．high jump | D．long jump |
He won ______ gold medals in 1936 in the Olympic Games in Berlin, Germany.
| A．two | B．four | C．six | D．eight |
I was in a strange city I didn’t know at all, and what’s more, I could not speak a word of the language. On my second day I got on the first bus that passed, rode on it for several stops, then got off and walked on. The first two hours passed pleasantly enough, then I decided to turn back to my hotel for lunch. After walking about for some time, I decided I had better ask the way. The trouble was that the only word I knew of the language was the name of the street in which I lived, and even that I pronounced badly. I stopped to ask a newspaper-seller. He handed me a paper. I shook my head and repeated the name of the street and he put the paper into my hands. I had to give him some money and went on my way. The next person.I asked was a policeman. He listened to me carefully, nodded and gently took me by the arm. There was a strange look in his eyes as he pointed left and right and left again. I nodded politely and began walking in the direction he pointed.
About an hour passed and I noticed that the houses were getting fewer and fewer and green fields were appearing on either side of me. I had come all the way into the countryside. The only thing left for me to do was find the nearest railway station.The writer preferred to walk back to his hotel because.
| A．he had no money to buy a ticket |
| B．he wanted to lose himself in the city |
| C．he tried to know the city in this way |
| D．it was late and there were no buses passing by |
The newspaper-seller______.
| A．didn’t know where the hotel was |
| B．didn’t understand what the writer said |
| C．could understand what the writer said |
| D．didn’t want to take the money from the writer |
From the story we know that the policeman______.
| A．was kind but didn’t understand the writer |
| B．told the writer where to take a train |
| C．knew what the writer really meant |
| D．was cold-hearted and didn’t help the writer |
What can we learn from the last paragraph?
| A．The writer got close to the hotel where he stayed. |
| B．The writer got to the hotel with the policeman’s help. |
| C．The writer found he was much farther away from the hotel. |
| D．The writer found the hotel in the direction the policeman pointed. |
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
The Importance of Accessibility Awareness
At a recent Teen Leadership of Jewish Family Services meeting, people with disabilities talked about their lives. However, what amazed me most was the great importance of education about handicap accommodations (残疾人便利设施).
One school-teacher who is blind, and a woman who has used a wheelchair all her life are two important members of the National Group for Disabled Persons, devoted to raising awareness about disabilities. These include handicap parking spots, handrails, and wheelchair ramps. One big concern is the people who take advantage of aids, such as handicap parking spaces.
And the meeting focused on educating the public.
Some handicap spots have extra room next to them, marked with the “No Parking” signs. “As long as I'm not in the spot, I can take the no-parking area next to it,” some people say. However, the woman who uses a wheelchair disagrees to this. The space exists to allow someone in a wheelchair to have room to get in or out of their car.
Some walkways have handrails next to them to help those who require extra assistance. Whether it is a blind person seeking guidance or an elderly person seeking support, the rail is there for walking. Sometimes the rail is blocked, by a parked bicycle for instance, and consequently made useless. People who are informed of the rail’s use would be less likely to mistake it for a bike rack.
Meeting some of the people who are affected by the lack of education about accommodations made me see that there is work to be done. If more people were educated about the proper uses of accommodations, there would be fewer challenges for people with physical disabilities.
| A．Accommodations will vary according to the needs of the disabled. |
| B．As with the parking spot, this is more likely a case of lack of education. |
| C．They educate about all the accommodations for people with disabilities. |
| D．Improvement must be made so that disabled people can fully participate. |
E. If there is a car in that space, the handicap parking spot is no longer useful.
F. So people without disabilities need to be educated about these accommodations.
G. I was amazed to hear about the challenges faced by people with physical disabilities.
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker(贴画) for taking even a taste may help get them to eat previously disliked foods, a UK study said.
Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster”, did not work as well.
The study found that when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables—either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas—in laboratory taste tests, the study said.
Researchers randomly assigned (分派) 173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where Parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day for 12 days. Soon after, children in the sticker group were giving higher ratings to the vegetables—and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround(转机) also seemed to last, with preschoolers in the sticker group still willing to eat more of the once-disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.The purpose of writing the passage is.
| A．to show the procedure of an experiment on children’s diet |
| B．to introduce a practical method of making children eat vegetables |
| C．to explain why children hate to eat vegetables |
| D．to present a proper way of verbal praise to parents |
The underlined word “backfire” in Paragraph 2 probably means “_______”.
| A．shoot from behind the back |
| B．make a fire in the backyard |
| C．produce an unexpected result |
| D．achieve what was planned |
Which of the following statements is true according to the passage?
| A．Most children are born to dislike carrots or celery. |
| B．Children in the sticker group will never lose interest in eating vegetables. |
| C．Oral praise works quite well in encouraging children to eat vegetables. |
| D．It remains a question whether rewarding is a good way to get children to eat vegetables. |
What can we learn from the last paragraph?
| A．Children like rewards, not verbal praise. |
| B．Parents should give up verbal praise. |
| C．Children are difficult to inspire. |
| D．Parents should praise their children in a sincere tone. |