The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初学走路的婴儿）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"

         Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．

Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．

Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?

The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．

Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．

Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"

Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.

As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."

Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.

Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in the subway, said she understands the impulse (冲动). "This is a magical phone," she said. "I must admit I'm addicted to this phone."

1.The first paragraph in the passage intends to ______.

A．get us to know a cute sleepy-eyed child in a family

B．show us how harmful the iPhone is

C．lead us to the topic of the toddlers' iPhone-addict

D．explain how iPhone appeals to toddlers

2.According to the author, iPhones are popular with both adults and young kids because they are______.

A．easy to use                                 B．beautiful in appearance

C．cheap in price                                        D． powerful in battery volume

3.The underlined word "them" in the seventh paragraph refers to ______.

A．televisions  B．cellphones           C．iPhones          D．screens

4.The tone of the author towards parents sharing iPhones with their children is ______.

A．negative            B．subjective            C．objective          D．supportive

5.The passage mainly tells us ______.

A．children's iPhone addict is becoming a concern

B．iPhone is winning the hearts of the toddlers

C．Apple is developing more user-friendly products

D．ways to avoid children's being addicted to iPhone games

 

       Phys ed （physical education） is making a comeback as a part of the school core curriculum（核心课程）， but with a difference．While group sports are still part of the curriculum, the new way is to teach skills that are useful beyond gym class．Instead of learning how to climb a rope, children are taught to lift weights, balance their diets and build physical endurance（忍耐力）．In this way，kids are given the tools and skills and experiences so they can lead a physically active life the rest of their life．

       Considering that 15 percent of American children 6 to 18 are overweight, supporters say more money and thought must be put into phys ed curriculum．In many cases, that may mean not just replacing the old gym-class model with fitness programs but also starting up phys ed programs because school boards often "put P．E．on the chopping block（砧板）, cutting it entirely or decreasing its teachers or the days it is offered," says Alicia Moag-Stahlberg, the executive director of Action for Health Kids．The difference in phys ed programs is partly due to the lack of a national standard．"Physical education needs to be part of the core curriculum," she added．

       The wisdom of the new approach has some scientific support．Researchers at the University of Wisconsin have showed how effective the fit-for-life model of gym class can be．They observed how 50 overweight children lost more weight when they cycled and skied cross-country （越野）than when they played sports．The researchers also found that teaching sports like football resulted in less overall movement, partly because some reluctant students were able to sit on the bench．

       Another problem with simply teaching group sports in gym class is that only a small percentage of students continue playing them after graduating from high school．The new method teaches skills that translate to adulthood．

1.According to the passage, what is usually taught in the old gym class?

       A．Lift weights                                      B．Climb a rope    

       C．Cycle                                           D．Have a balanced diet

2.What does Alicia Moag-Stahlberg mean by saying “some school boards put P．E．on the chopping block”?

     A．Schools do not pay enough attention to P．E．．

     B．Schools welcome P．E．but do not have time for it．

     C．Schools put P．E．in the first place．

     D．Schools cut down other subjects’ time for P．E．．

3.Which is NOT the reason to carry out phys ed programs according to the passage?

     A．More teenagers are overweight．

     B．Traditional group sports teaching is not effective．

     C．Students need to learn some skills to help them lead a physically active life．

     D．Phys ed programs need less money to support．

4.How many problems are mentioned in the passage with simply teaching group sports?

     A．Two                B．Three             C．Four               D．One

5.What’s the difference between the come-back phys ed and the ordinary gym-class model？

     A．The Phys ed teaches group sports．

     B．The Phys ed provides more fitness programs．

     C．The Phys ed teaches tools and skills which could be used in the future life．

     D．The Phys ed has more support from the government．

 

Section D

Directions: Read the passage carefully. Then answer the questions or complete the statements in the fewest possible words.

Phys ed (physical education) is making a comeback as a part of the school core curriculum(核心课程)， but with a difference. While group sports are still part of the curriculum, the new way is to teach skills that are useful beyond gym class. Instead of learning how to climb a rope, children are taught to lift weights, balance their diets and build physical endurance. In this way，kids are given the tools and skills and experiences so they can lead a physically active life the rest of their life.

Considering that 15 percent of American children 6 to 18 are overweight, supporters say more money and thought must be put into phys ed curriculum. In many cases, that may mean not just replacing the old gym-class model with fitness programs but also starting up phys ed programs because school boards often "put P.E. on the chopping block, cutting it entirely or decreasing its teachers or the days it is offered," says Alicia Moag-Stahlberg, the executive director of Action for Health Kids. The difference in phys ed programs is partly due to the lack of a national standard. "Physical education needs to be part of the core curriculum," she added.

The wisdom of the new approach has some scientific support. Researchers at the University of Wisconsin have demonstrated how effective the fit-for-life model of gym class can be. They observed how 50 overweight children lost more weight when they cycled and skied cross-country than when they played sports. The researchers also found that teaching sports like football resulted in less overall movement, partly because reluctant students were able to sit on the bench.

Another problem with simply teaching group sports in gym class is that only a tiny percentage of students continue playing them after graduating from high school. The new method teaches sells that translate to adulthood.

(Note: Answer the questions or complete the statements in NO MORE THAN TEN WORDS.)

81. In the new P.E. program, children learn to lift weights, balance their diets and build physical endurance rather than ___________________.

____________________________________________________________________________

82. As for P.E., some school boards either ____________.

____________________________________________________________________________

83. What are the two problems with simply teaching group sports?

____________________________________________________________________________

84. What is the long-term benefit of the new P.E program?

____________________________________________________________________________

 

 

 

第二节：Peter，Helen，Catherine，Elizabeth和Levin想根据各自在环保方面的兴趣(61—65)进行案例研究。阅读下面某杂志的专题报道摘要(A、B、C、D、E和F)，选出适合他们研究的最佳案例，并在答题纸上将相应选项的标号涂黑。选项中有一项是多余选项。

61. Peter: Reducing plastic and other wastes through DTY

62. Helen : Making use of the heavy traffic to produce electricity

63. Catherine: Building a community without private cars

64. Elizabeth: Building houses with recycled materials and energy-efficiency systems

65. Levin: Developing a new type of urban car which bums less gas

   

A	B
Vauban    We know cars are terrible polluters, but would you give yours up? Vauban, a community in southwestem Germany, did just that, and its 5,000 citizens are doing fine. Most streets are free of vehicles, and there are generous green spaces and good public-transport links, including fast buses and bicycle paths.  When,, people must drive, they can turn to car-sharing clubs.  All the citizens had the chance to plan their own city," says Andreas Delleke, an energy expert, "and it's just how we wanted it to be. "	Denmark    During the period of gas shortage in the early, 70s, Denmark decided to become self-sufficient ( 自足). So they began a few projects making smart investments along the way.    On the island of Samsoe, local families, fishermen and farmers bought wind turbines (涡轮机],) to produce their own energy. Within seven years these turbines were completely paid for. And can you believe just one of wind turbines  produces  enough  electricity  for 600 households?
C	D
Trey Parker and Matt Stone   Trey Parker and Matt Stone, creators of South Park, have built a sustainable (可持续的) castle with outer siding and inner flooring of recycled wood, recycled carpeting, high-efficiency boiler systems.   "I think more and more today, people are willing to make a statement about the Earth and how they want to proteet it," Michael Rath, home designer and builder says. "For high-end homes in this valley, this is entirely consistent with what they cost. "	P-NUT   Who doesn't love the name P-NUT- short for Personal-Neo  Urban  Transport?  It's  Honda's  latest attempt to create a tiny footprint for a new urban vehicle.   This little P-NUT is unique. With a central driving position, the car is designed to move in tight settings. The l 1-foot micro car will seat three with two rear-seat passengers behind the driver.   "The P-NUT conce, pt explores the packaging and design potential for a vehicle designed for the city lifestyle,"  said  Dave  Marek,   a  Honda  design Spokesman.
E	F
Israel Company   Is it possible that annoying rash hour traffic could become a source of renewable energy?   Israel's Technion Institute of Technology claims that if we placed special generators ( 发电机 ) under roads, railways, and runways -- we could harvest enough energy to mass-produce electricity. A trial process has been used on a smaller scale,  in dance clubs for instance, where the pounding feet of dancers light up the floor.   "We can produce electricity anywhere there is a busy road using energy that normally goes to waste," said Uri Amit,  chairman  of  Israel's  Technion . Institute  Of Technology.	Coffee   Coffee. Some of us can't start our day without it, and we don't mind waiting 10 minutes in line for it.   Here is the most effective tip to make you a superstar in environment protection.   Get a coffee machine for your home or office, or persuade your company into buying one.  ( Tell them it will improve productivity. ) Skip the coffee line on the way to work and make something that is better-tasting and much better for your wallet.   Plus, you Won't need those plastic cups or carrying cases that jnst get thrown away.  Better yet, use your favorite travel mug.

                                      

 

 (10·湖南B篇)

When Mary Moore began her high school in 1951, her mother told her, "Be sure and take a typing course so when this show business thing doesn't work out, you'll have something to rely on." Mary responded in typical teenage fashion. From that moment on, "the very last thing I ever thought about doing was taking a typing course," she recalls.

     The show business thing worked out, of course. In her career, Mary won many awards. Only recently, when she began to write Growing Up Again, did she regret ignoring her morn," I don't know how to use a computer," she admits.

     Unlike her 1995 autobiography, After All, her second book is less about life as an award-winning actress and more about living with diabetes (糖尿病). All the money from the book is intended for the Juvenile Diabetes Research Foundation (JDRF), an organization she serves as international chairman. "I felt there was a need for a book like this," she says." I didn't want to lecture, but I wanted other diabetics to know that things get better when we're self-controlled and do our part in managing the disease."

     But she hasn't always practiced what she teaches. In her book, she describes that awful day, almost 40 years ago, when she received two pieces of life-changing news. First, she had lost the baby she was carrying, and second, tests showed that she had diabetes. In a childlike act, she left the hospital and treated herself to a box of doughnuts (甜甜圈). Years would pass before she realized she had to grow u p ---again---and take control of her diabetes, not let it control her. Only then did she kick her three-pack-a-day cigarette habit, overcome her addiction to alcohol, and begin to follow a balanced diet.

     Although her disease has affected her eyesight and forced her to the sidelines of the dance floor, she refuses to fall into self-pity. "Everybody on earth can ask, 'why me?' about something or other," she insists. "It doesn't do any good. No one is immune (免疫的) to heartache, pain, and disappointments. Sometimes we can make things better by helping others. I've come to realize the importance of that as I've grown up this second time. I want to speak out and be as helpful as I can be."

61. Why did Mary feel regretful?

    A. She didn't achieve her ambition.

    B. She didn't take care of her mother.

C. She didn't complete her high school.

D. She didn't follow her mother's advice.                                                                           

62, We can know that before 1995 Mary        

    A. had two books published

B. received many career awards

C. knew how to use a computer

D. supported the JDRF by writing                                                                                     

 63. Mary's second book Growing Up Again is mainly about her         .

A. living with diabetes

    B. successful show business

C. service for an organization

D. remembrance of her mother                                                                                         

64. When Mary received the life-changing news, she         .

     A. lost control of herself                          B. began a balanced diet

C. Med to get a treatment                          D. behaved in an adult way                                

65. What can we know from the last paragraph?

     A. Mary feels pity for herself.

     B. Mary has recovered from her disease.

     C. Mary wants to help others as much as possible.

D. Mary determines to go back to the dance floor.