Today, several of the world's nearly 7,000 languages face a serious risk of extinction. "For example, Ainu, a language in Japan, is now seriously threatened, with only 10 native speakers left," said lead study author Tatsuya Amano at the University of Cambridge in England.
The scientists found that 25 percent of the world's languages are threatened. After identifying where the endangered languages were, they looked for any environmental and social or economic factors those languages might have in common, such as rugged terrain or rapid population growth. "We found that at the global scale, language speaker declines are strongly linked to economic growth-that is, declines are particularly occurring in economically developed regions," Amano said.
One important implication of this new study "is that languages in the tropics and Himalayan region are likely to be increasingly threatened in the near future, because these regions still have many local indigenous languages (土语) with a small number of speakers, and at the same time are experiencing rapid economic growth," Amano said.
Economic growth may endanger languages for a variety of reasons. For instance, speakers of endangered languages may view another more dominant language as offering economic opportunities, and thus forego their own languages. There are other important factors that might endanger languages, the researchers said. For instance, policies regarding how languages are used and taught in schools can be very different among countries and even within each country, and these factors may explain more detailed patterns in language endangerment.
Amano suggested it could be possible to forecast future threats to linguistic diversity. "There exists detailed information on projected future changes in the environment, economies and climates," Amano said. "Using such information, together with the findings of this study and further analysis, we would like to understand what will happen to the world's languages, where it will happen and which languages will be threatened in particular."The language of Ainu is mentioned in Paragraph l in order to tell us that _______________.
| A．Japanese is new seriously threatened |
| B．few people speak Japanese in the world |
| C．Japanese is made up of many languages |
| D．it is most likely to disappear in the future |
What may endanger the languages most according to Amano?
| A．The diversity of society. |
| B．The decline of the population. |
| C．The development of economy |
| D．The improvement of the environment. |
The writer shows us the reasons that languages are endangered by ___________________.
| A．offering some examples |
| B．performing some experiments . |
| C．telling some interesting stories |
| D．making a list of important facts . |
It can be inferred from the last paragraph that _______________.
| A．the study is very important to languages |
| B．world's languages are developing rapidly |
| C．it is rather hard for us to protect languages |
| D．future threats to languages can be predicted |
A great-grandfather has put up his Christmas tree for the 85th time after his father first bought it from a toy shop.
Douglas Hewitt, 85, has celebrated every Christmas with the artificial tree since he was born. His father bought the tree from a toy shop in Sheffield just months after Douglas was born. The four-foot tree remains the centre point of the Hewitt family household during every festive season.
Mr. Hewitt, of South Anston, South Yorkshire, said, “It reminds us of my childhood, our children’s childhood and our grandchildren and great-grandchildren’s after that. They all come and look at it and smile; it’s become part of the furniture. If we didn’t put that Christmas tree up, it wouldn’t feel like Christmas.”
The tree was passed down to Mr. Hewitt when he married Mavis. Mrs. Hewitt said, “Year after year we have just carried on using that one. You have to be a bit more careful with it now, as it’sfragile.”
Their daughter, June Murphy, also has fond memories of the Christmas tree. She said, “It was in my grandparents’ home and then it was given to us. It looks a little thin now, as each time you get it out something else falls off. It’s become a bit of a family joke. Each year someone has to comment ‘not again!’ But it’s a Christmas tradition of getting the tree out that we all love. We’d all be sad to see it go, as I think it would be hard to find such a loved replacement.”
Mr. Hewitt said, “There were a lot more branches on it, and it’s lost its feathers that were all along the edge. There were little candle holders（蜡烛架）on the ends and little legs on it, but unfortunately they’ve been lost over the years.”Where did Douglas Hewitt get the Christmas tree?
| A．He got it from his father. |
| B．He bought it from a toy shop. |
| C．He made it by himself. |
| D．He cut it down in a forest. |
What does Mr. Hewitt want to tell readers in the third paragraph?
| A．It may be the last year that the tree appears in this house. |
| B．His family decorate their house with this Christmas tree. |
| C．This Christmas tree reminds him that Christmas is on the way. |
| D．His family has a special feeling towards this Christmas tree. |
The underlined word “fragile” in the fourth paragraph probably means_______.
| A．a little strange | B．easily broken |
| C．quite small | D．not beautiful |
Why does her family put up the Christmas tree every year according to June Murphy?
| A．To honor her grandparents. |
| B．To save the family money. |
| C．To keep up the family tradition. |
| D．To create a friendly atmosphere. |
Babies who watch TV are more likely to show late learning development and language at 14 months, especially if they are watching programs aimed at adults and older children, according to a new study, which would probably surprise those parents who leave their babies in front of a TV set.
Babies who watched 60 minutes of TV daily had developmental scores a third lower at 14 months than babies who were watching less TV. Although their developmental scores were still in the normal range, the difference may have been due to the fact that when children and parents are watching TV, they are missing the talking, playing and other communications that are important to learning and development.
This new study, which appeared in the Aechives of Pediatric and Adolescent Medicine, followed 259 lower-income families in New York, most of whom spoke Spanish as their primary language at home. Other studies of higher-income families have also come to the same conclusion: TV watching is not only non-educational, but it seems to slow down babies’ development.
But what about “good” TV, like Sesame Street? The researchers didn’t find any difference when compared to non-educational programs designed for small children, like Spongebob SquarePants. Earlier research by some of the same scientists, most of whom are at New York University School of Medicine’s Bellevue Hospital Centre, has found that parents whose children watch non-educational TV programs like Spongebob SquarePants spend less time reading to their children or teaching them.
At this point, parents reading this will probably be astonished. TV is so often a parent’s good friend, keeping children happily occupied（占时间）so that the adults can cook dinner, answer the phone, or take a shower. But, clearly, this electronic babysitter（保姆）is not an educational aid. It is best to make sure the babies are fast asleep if you have to watch TV.According to the first paragraph, 14-month-old babies who watch TV probably_______.
| A．learn things quickly |
| B．prefer programs for older children |
| C．surprise their parents with their development |
| D．speak later than babies who don’t |
Babies who watched 60 minutes of TV daily had lower developmental scores perhaps because _______.
| A．they watch non-educational programs |
| B．they have little communication with their parents |
| C．they lost interest in real things |
| D．their parents don’t speak English at home |
We can infer from the passage that______.
| A．Educational and non-educational TV have different effects on babies |
| B．Many parents leave babies to the TV to do their own things |
| C．Educational TV is very popular among higher-income families |
| D．Lower-income families tend to teach their babies at home |
Which would be the best title for the passage?
| A．Developing Better Learning Ability |
| B．A New Study on Babies’ Bad Habits |
| C．TV Watching Is Bad for Babies’ Brains |
| D．Make Sure Your Babies Watch “Good” TV Programs |
Who doesn’t have a clingy friend? You know, that person who often calls, texts, and e-mails. He often needs your attention, your feedback, or your help. Worse yet, he often gets antsy when you don’t reply immediately.
Is there ever a moment when you just want to turn off your phone and be alone? But you won’t do that to a friend. Actually there are better ways to deal with a clingy friend.
Give Yourself Some Time
If you really need some time for yourself, or you’re just tired of being the listener, just explain to your friend honestly that you want or need some time of your own. Even the most determined friends will understand and give you some space. Of course, those extremely clingy friends will still call, text, and e-mail. If that happens, just reply gently that you need some time for yourself.
Suggest an Activity for Your Friend
If you are tired of different get-togethers and outings, then you should advise your friend to do something alone. If you both like sports, you could tell your friend to have a try at the new gym. If your friend likes your suggestion, but insists that you go along, just explain that you’ve already visited the gym. Mention that you enjoy the gym. If you’re lucky , he’ll try it, and like it.
Introduce Your Clingy Friend to Others.
Your clingy friend may just be lonely or have trouble meeting new people. If that’s the case , introduce him to others with similar interests. He may just make some new friends.
_________________________________________
There’s no reason for you to rudely tell your clingy friend that he’s a pain in the neck. Just follow the above advice to take your time back. After a while, your clingy friend should learn to value your time and your friendship.What does the underlined word “antsy” in Paragraph 1 probably mean?
| A．busy | B．silent | C．nervous | D．bored |
What does the author suggest you do in the first advice?
| A．Understand your friends. |
| B．Be honest with your friends. |
| C．Spend more time with your friends. |
| D．Keep your distance from your friends. |
Which of the following can best fill in the blank of the last paragraph?
| A．Give Your Friend Some Time | B．Take Your Time Back |
| C．Don’t Be Rude | D．Value Your Friendship |
We can learn from the passage that clingy people __________.
| A．are very confident | B．have little free time |
| C．don’t respect others | D．don’t want to be alone |
Two traveling angels(天使) stopped to spend the night in the home of a wealthy family. The family was rude and refused to let the angels stay in the guest room. Instead the angels were given a space in the cold basement. As they made their bed on the hard floor, the older angel saw a hole in the wall and repaired it. When the younger angel asked why, the older angel replied: “Things aren’t always what they seem.”
The next night the pair came to rest at the house of a very poor but very hospitable(好客的)farmer and his wife. After sharing what little food they had, the couple let the angels sleep in their bed where they could have a good night’s rest. When the sun came up the next morning, the angels found the farmer and his wife in tears. Their only cow, whose milk had been their only income, lay dead in the field.
The younger angel was very angry and asked the older angel, “How could this happen? Why didn’t you watch out for the cow? The first man had everything, yet you watched over his house,” she accused. “The second family had little but was willing to share everything, and you did not help.”
“Things aren’t always what they seem,” the older angel replied. “When we stayed in the basement, I noticed there was gold stored in that hole in the wall. Since the owner was so greedy and unwilling to share his good fortune, I asked God if I could seal(封口)the wall so he couldn’t find it. Then last night as we slept in the farmer’s bed, the angel of death came for his wife. I asked God if the angel could take the cow instead. Things aren’t always what they seem.”Why did the older angel repair the hole for the rich family?
| A．Because the basement was too cold to stay in. |
| B．Because she wanted to save the gold for the poor. |
| C．Because she wanted to punish the greedy owner. |
| D．Because she believed that one should always be ready to offer help. |
In paragraph two, the pair refers to __________.
| A．the poor couple | B．the rich couple |
| C．the guests | D．the angels |
The younger angel was very angry because __________.
| A．the older angel killed the farmer’s cow |
| B．the older angel treated the two families unfairly |
| C．the wealthy man gave them a bad place to live |
| D．the angel of death took the cow away |
The story tries to tell the reader that ___________.
| A．sometimes things are not what they seem |
| B．angels are always ready to help the poor |
| C．angels are always ready to help the rich |
| D．the young should always learn from the old. |
Is there clear boundary between science and the liberal arts as a major for college students? The question of whether our government should promote science and technology or the liberal arts in higher education is not an either / or proposition (命题), although the current emphasis on preparing young Americans for STEM (science, technology, engineering, maths) -related fields can make it seem that way.
The latest congressional report acknowledges the critical importance of technical training, but also stresses that the study of the humanities (人文学科) and social sciences must remain central elements of America’s educational system at all levels. Both are critical to producing citizens who can participate effectively in our democratic society, become innovative (创新的) leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides.
Parents and students who have invested heavily in higher education worry about graduates’ job prospects (前景) as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs. Under this circumstances, it’s natural to look for what may appear to be the most “practical” way out of the problem. “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, in fact, lead to employment and success in the long run. Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily.
Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there is little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight - picked up from science, arts, and technology - to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.What does the latest congressional report suggest?
| A．Higher education should be adjusted to the practical needs of society. |
| B．The liberal arts in higher education help enrich students’ spiritual life. |
| C．STEM-related subjects help students find jobs in the information society. |
| D．The humanities and STEM subjects should be given equal importance. |
What does the author say about the so called soft subjects?
| A．They are essential to students’ healthy growth. |
| B．They improve students’ communication skills. |
| C．They broaden students’ range of interests. |
| D．They benefit students in their future life. |
What is the main concern of students when they choose a major?
| A．The academic value of the courses. |
| B．Their interest in relevant subjects. |
| C．Their chances of getting a good job. |
| D．The quality of education to receive. |
What advice does the author give to college students?
| A．Try to take a variety of practical courses. |
| B．Prepare themselves for different job options. |
| C．Adopt a flexible approach to solving problems. |
| D．Seize opportunities to tap their potential. |