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Studies show that children who eat breakfast do better in school. It doesn’t take much further thought to know that adults will feel better and do better at work as well. Whether you work at home, on the farm, at the office, at school, or on the road, it is not a good idea to have no breakfast.
If we have no breakfast, we are likely to become tired when our brains and bodies run low on fuel (食物). By mid-morning, a lot of us grab a cup of coffee or eat a sugary candy bar to wake up again. This might work for a few minutes, but by lunch time we are hungry. Eating a good breakfast sets the tone for the rest of the day.
Having no breakfast is a popular way to lose weight, but not a smart one. Many people believe that they will lose weight if they have no meals, but that just isn’t true; the body expects to be refueled a few times a day, starting with a healthy breakfast. Eating breakfast is good for losing weight. In fact, people who eat breakfast are more likely to keep a healthy weight.
A healthy breakfast should have some protein (蛋白质) and some fiber (纤维). Protein can come from low fat meats, eggs, or beans. Fiber can be found in whole grains, vegetables and fruits. A good example of a healthy breakfast might be something simple like a hard boiled egg, an orange, and a bowl of whole grain cereal with low fat milk. Stay away from sugary foods and white bread because they are digested (消化) quickly and will leave you hungry and tired in several hours. Protein and fiber will keep you feeling full until lunch time.
The first paragraph mainly tells us that ______.

A.it is necessary to have a good breakfast every day
B.many adults are too busy to have breakfast every day
C.many adults go to work without having breakfast
D.many children go to school without breakfast

According to the passage, we feel tired at work probably because ______.

A.we need to have a cup of coffee
B.we don’t have a good breakfast
C.our brains don’t work any longer
D.we don’t have enough sleep at night

What does the underlined sentence in Paragraph 2 mean?

A.Having a good breakfast can help you to finish your work.
B.Eating a good breakfast is enough for the whole day.
C.Breakfast is really the most important meal in a day.
D.You will be happier if you have a good breakfast.

We can learn from the last paragraph that ______.

A.it is healthy only to have beans and eggs for your breakfast
B.you mustn’t have meat for your breakfast
C.you should eat sugary foods if you feel hungry
D.you should eat something which has protein and fiber for breakfast
科目 英语   题型 阅读理解   难度 中等
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Short and shy, Ben Saunders was the last kid in his class picked for any sports team. "Football, tennis,cricket — anything with a round ball, I was useless." he says now with a laugh. But back then he was the object of jokes in school gym classes in England's rural Devonshire.
It was a mountain bike he received for his 15th birthday that changed him. At first the teen went biking alone in a nearby forest. Then he began to cycle along with a runner friend. Gradually, Saunders set his mind building up his body, increasing his speed, strength and endurance. At age 18, he ran his first marathon.
The following year, he met John Ridgway, who became famous in the 1960s for rowing an open boat across the Atlantic Ocean. Saunders was hired as an instructor at Ridgway's school of Adventure in Scotland, where he learned about the older man's cold-water exploits (成就). Intrigued, Saunders read all he could about Arctic explorers and North Pole expeditions, then decided that this would be his future.
Journeys to the Pole aren't the usual holidays for British country boys, and many people dismissed his dream as fantasy. "John Ridgway was one of the few who didn't say, 'You are completely crazy,'" Saunders says.
In 2001, after becoming a skilled skier, Saunders started his first long-distance expedition toward the North Pole. He suffered frostbite, had a closer encounter (遭遇) with a polar bear and pushed his body to the limit.
Saunders has since become the youngest person to ski alone to the North Pole, and he's skied more of the Arctic by himself than any other Briton. His old playmates would not believe the transformation.
This October, Saunders, 27, heads south to explore from the coast of Antarctica to the South Pole and back, an 1800-mile journey that has never been completed on skis.
The turning point in Saunders'life came when ________.

A.he started to play ball games
B.he got a mountain bike at age 15
C.he ran his first marathon at age 18
D.he started to receive Ridgway's training

We can learn from the text that Ridgway ________.

A.dismissed Saunders' dream as fantasy
B.built up his body together with Saunders
C.hired Saunders for his cold-water experience
D.won his fame for his voyage across the Atlantic

What do we know about Saunders?

A.He once worked at a school in Scotland.
B.He followed Ridgway to explore the North Pole.
C.He was chosen for the school sports team as a kid.
D.He was the first Briton to ski alone to the North Pole.

The underlined word "Intrigued" in the third paragraph probably means ________.

A.Excited B.Convinced C.Delighted D.Fascinated

It can be inferred that Saunders' journey to the North Pole ________.

A.was accompanied by his old playmates
B.set a record in the North Pole expedition
C.was supported by other Arctic explorers
D.made him well-known in the 1960s

Hans was an honest fellow with a funny round good-humored face. Living alone, every day he worked in his garden. In all the countryside there was no garden so lovely as his. All sorts of flowers grew there, blooming in their proper order as the months went by, one flower taking another flower’s place, so that there were always beautiful things to see, and pleasant odors to smell.
Hans had many friends, the most devoted being the Miller. So devoted was the rich Miller to Hans that he’d never go by his garden without plucking a large bunch of flowers or a handful of sweet herbs, or filling his pockets with fruits. The Miller used to talk about noble ideas, and Hans nodded and smiled, feeling proud of having such a friend.
The neighbors thought it strange that the rich Miller never gave Hans anything in return, though he had hundreds of sacks of flour, many cows and sheep, but Hans never troubled his head about these, and nothing gave him greater pleasure than to listen to all the wonderful things about the unselfishness of true friendship.
In spring, summer, and autumn Hans was very happy, but when winter came, and he had no fruit or flowers to sell, he suffered from cold and hunger. Though extremely lonely, the Miller never came to see him then.
“There’s no good in going to see Hans while the snow lasts.” The Miller said to his wife, “When people are in trouble they shouldn’t be bothered. So I’ll wait till the spring comes when he’s happy to give me flowers.”
“You’re certainly very thoughtful,” answered his wife, “It’s quite a treat to hear you talk about friendship.”
“Couldn’t we ask Hans up here?” said their son. “I’ll give him half my meal, and show him my white rabbits.”
“How silly you are!” cried the Miller. “I really don’t know what’s the use of sending you to school. If Hans came up here, and saw our warm fire, our good supper, and our red wine, he might get envious, and envy is a most terrible thing, and would spoil anybody’s nature. I am his best friend, and I’ll always watch over him, and see that he’s not led into any temptation. Besides, if Hans came here, he might ask me for some flour. Flour is one thing, and friendship is another, and they shouldn’t be confused. The words are spelt differently, and mean quite different things. Everybody can see that.” He looked seriously at his son, who felt so ashamed that he hung his head down, and grew quite scared, and began to cry into his tea.
Spring coming, the Miller went down to see Hans. Again he talked about friendship. “Hans, friendship never forgets. I’m afraid you don’t understand the poetry of life. See, how lovely your roses are!”
Hans said he wanted to sell them in the market to buy back his things which were sold during the hard time of the winter.
“I’ll give you many good things. I think being generous is the base of friendship.” said the Miller. “And now, as I’ll give you many good things, I’m sure you’d like to give me some flowers in return. Here’s the basket, and fill it quite full.”
Poor Hans was afraid to say anything. He ran and plucked all his pretty roses, and filled the Miller’s basket, imagining the many good things promised by the Miller.
The next day he heard the Miller calling: “Hans, would you mind carrying this sack of flour for me to market?”
“I’m sorry, but I am really very busy today.”
“Well,” said the Miller, “considering that I’m going to give you my things, it’s rather unfriendly of you to refuse. Upon my word, you mustn’t mind my speaking quite plainly to you.”
Poor Hans was driven by his friendship theory to work hard for his best friend, leaving his garden dry and wasted.
One evening Hans was sitting by fire when the Miller came.
“Hans,” cried the Miller, “My little boy has fallen off a ladder and hurt himself, and I’m going for the Doctor. But he lives so far away, and it’s such a bad windy night. It has just occurred to me that you can go instead of me. You know I’m going to give you my good things, so you should do something for me in return.”
“Certainly,” cried Hans. He struggled into the stormy night, and got the doctor to ride a horse to the Miller’s house in time to save the boy. However, Hans got lost in the darkness, and wandered off into a deep pool, drowned.
At Hans’ funeral, the Miller said, “I was his best friend. I should walk at the head of the procession.” Every now and then he wiped his eyes with a handkerchief.
From the passage, we can learn that Hans ___________.

A.was extremely wise and noble
B.was highly valued by the Miller
C.admired the Miller very much
D.had a strong desire for fortune

“Flour is one thing, and friendship is another” can be understood as ___________.

A.“Different words may mean quite different things.”
B.“Interest is long-lasting while friendship is flexible.”
C.“I’m afraid you don’t understand the poetry of life.”
D.“I think being generous is the base of friendship.”

From the Miller’s talk at home, we can see he was ___________.

A.serious but kind
B.helpful and generous
C.caring but strict
D.selfish and cold-hearted

What’s the main cause of Hans’ tragedy?

A.True friendship between them.
B.A lack of formal education.
C.A sudden change of weather.
D.Blind devotion to a friend.

The author described the Miller’s behavior in order to ___________.

A.entertain the readers with an incredible joking tale
B.show the friendship between Hans and the Miller
C.warn the readers about the danger of a false friend
D.persuade people to be as intelligent as the Miller

Going to school means learning new skills and facts in different subjects. Teachers teach and students learn, and many scientists are interested in finding ways to improve both teaching and learning processes.
Sian Beilock and Susan Leving, two psychologists at the University of Chicago, are trying to learn about learning. 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. 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.
Just as students find certain subjects to be difficult, teachers can find certain subjects to be difficult to learn—and teach. The subject of math can be particularly difficult for everyone.
The new study involved 65 girls, 52 boys and 17 first-and second-grade teachers in elementary schools in the Midwest. The students took math achievement tests at the beginning and end of the school year, and the researchers compared the scores.
The researchers also gave the students tests to tell whether the students believed 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 with 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.
Sian Beilock and Susan Levine carried out the new research in order to ___________.

A.know the effects of teaching on learning B.study students’ ways of learning math
C.prove women teachers are unfit to teach math D.find better teaching methods for teachers

The underlined part in paragraph 2 most probably means that girls may ___________.

A.end up learning math anxiety from their teachers
B.study the ways their female teachers behave
C.have an influence on their math-anxious female teachers
D.gain unexpected achievement in such subjects as math

In the study, what were the teachers required to do?

A.Prepare two math achievement tests for the students
B.Tell their feelings about math problems
C.Answer whether a math superstar had to be a boy
D.Compare the students’ scores after the math tests

What is the finding of the new study?

A.No male students were affected by their teachers’ anxiety
B.Almost all the girls got lower scores in the tests than the boys
C.About 30% of the girls thought boys are better at math than girls
D.Girls with math-anxious teachers all failed in the math tests

Which of the following is TRUE according to the text?

A.117 students and teachers took part in the new study
B.The researchers felt surprised at the findings of their study
C.Beilock and Levine are interested in teaching math
D.Men teachers are better at teaching math than women teachers

For high school leavers starting out in the working world, it is very important to learn particular skills and practice how to behave in an interview or how to find all internship(实习). In some countries, schools have programs to help students onto the path to work. In the Unites States, however, such programs are still few and far between.
Research shows that if high schools provide career-related courses, students are likely to get higher earnings in later years. The students are more likely to stay in school, graduate and go on to higher education.
In Germany, students as young as 13 and 14 are expected to do internships. German companies work with schools to make sure that young people get the education they need for future employment.
But in America, education reform programs focus on how well students do in exams instead of bringing them into contact with the working world. Harvard Education school professor Robert Schwartz has criticized education reformers for trying to place all graduates directly on the four-year college track. Schwartz argued that this approach leaves the country’s most vulnerable(易受影响的)kids with no jobs and no skills.
Schwartz believed that the best career programs encourage kids to go for higher education while also teaching them valuable practical skills at high school. James Madison High School in New York, for example, encourages students to choose classes on career-based courses. The school then helps them gain on-the-job experience in those fields while they’re still at high school.
However, even for teens whose schools encourage them to connect with work, the job market is daunting. In the US, unemployment rates for 16-to 19-year-olds are above 20 percent for the third summer in a row.
“The risk is that if teenagers miss out on the Summer job experience, they become part of this generation of teens who had trouble in landing a job,”said Michael, a researcher in the US.
According to Robert Schwartz,_________.

A.there is no need for kids to go for higher education in the US
B.students should get contact with the working world at high school
C.education reform should focus on students’performance in exams
D.teenagers in the US can’t miss out on the summer job experience

What’s the main idea of the text?

A.Arguments about recent US education reform.
B.Tips on finding jobs for high school leavers.
C.The lack of career-based courses in US high schools.
D.Advice for American high school leavers.

The underlined word “daunting” in Paragraph 5 most probably means___________.

A.discouraging B.interesting C.creative D.unbearable

The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphones, writing by hand has become something of nostalgic (怀旧的)skill. However, while today’s educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful---both in school and in life.
Virginia Berninger, professor of educational psychology at the University of Washington, says it’s important to continue teaching handwriting and help children acquire the skill of writing by hand.
Berninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks---both on a computer and by hand. The study, published in 2009, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate.
In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write. “Spelling makes some of the thinking parts of the brain active which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas.” Berninger said.
Spelling helps students translate ideas into words in their mind first and then to transcribe(转换) “those words in the mind written symbols on paper or keyboard and screen,” the study said. Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words, says Berninger, but also to spot(发现) spelling mistakes when they write the words down and to correct then over time.
“In our computer age, some people believe that we don’t have to teach spelling because we have spell checks,” she said. “But until a child has a functional spelling ability of about a fifth grade level, they won’t have the knowledge to choose the correct spelling among the options given by the computer.”
What makes writing by hand a thing of the past?

A.The absence of blackboard in classroom.
B.The use of new technologies in teaching.
C.The lack of practice in handwriting.
D.The popular use of smartphones.

Berninger’s study published in 2009 ___________.

A.focused on the difference between writing by hand and on a computer
B.indicated that students prefer to write with a pen and paper
C.found that good essays are made up of long sentences
D.discussed the importance of writing speed

Which of the following best shows the role of spelling?

A.Spelling improves one’s memory of words.
B.Spelling ability is closely related to writing ability.
C.Spelling benefits the translation from words into ideas.
D.Spelling slows down finding exact words to express ideas.

What does “mind’s eye” in paragraph 5 mean?

A.Window. B.Soul C.Picture D.Imagination.

What conclusion could be drawn from the passage?

A.Computers can help people with their choice of words.
B.Spell checks can take the place of spelling teaching.
C.Handwriting still has a place in today’s classrooms.
D.Functional spelling ability develops fast in the fifth grade.

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