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Part II Reading ComprehensionSection A Gap filling(10%, 1% for each one)说明：从表框所给的15个单词中选出10个进行填空，每个单词最多被选中1次。注意填写单词前的大写字母代号。We all know there exists a great void (空白) in the public educational system when it comes to (26)_______ to STEM(Science, Technology, Engineering and Mathematics) courses. One educator named Dori Roberts decided to do something to change this system. Dori taught high school engineering for 11 years. She noticed there was a real void in quality STEM education at all levels of the public (27)________ system. She said, “I started Engineering For Kids (EFK) after noticing a real lack of math, science and engineering programs to (28)_______ my own kids in”.She decided to start an afterschool program where children (29)_______ in STEM-based competitions. The club grew quickly and when it reached 180 members and the kids in the program won several state (30)_________, she decided to devote all her time to (31)________ and developing it. The global business EFK was born.Dori began operating EFK out of her Virginia home, which she then expanded to (32)________ recreation centers. Today, the EFK program operates over 144 branches in 32 states within the United States and in 21 countries. Sales have (33)________ from $5 million in 2014 to $10 million in 2015, with 25 new branched planned for 2016. The EFK website states, “Our nation is not graduating enough engineers. Our philosophy is to (34)________ kids at a young age to understand that engineering is a great (35)_________.A)enrollF) educational K)inspireB) interest G)feedingL) cultivatingC) career H) practicalM) exposureD) attracted I) localN)entertainE)doubled J) participated O)championships
Section B Matching(10%, 1% for each one)To Ensure Bone Health, Start EarlyA) Most people don’t start thinking about the health of their bones until midlife or later, by which time it can be too late to do very much to protect against serious bone loss and resulting fractures. Researchers who study bone health say concern about the strength of one’ s bones should start in childhood and continue through adolescence, when the body builds most of the bone that must sustain it for the remaining years of life.B) Once peak bone mass has been reached, further gains are minimal, so childhood through adolescence is the best time to pay attention to bone development. By age 20, girls have gained between 90 and 96 percent of their peak bone mass. For boys, the peak occurs a few years later. About 26 percent of total adult bone increases in two years around the time that bone mass increases the most-at age 12.5 in girls and 14.1 in boys. The amount of bone added during those two years is about the same. Lifelong studies have not been done in people, but the best available evidence strongly indicates that increasing peak bone mass in childhood by just 10 percent could delay osteoporosis(质疏松症)especially in postmenopausal (妇女绝经后的) women, by about13 years.C)Although nothing can be done about the three factors with the greatest influence on bone mass-age, gender and genetics -- two others under personal control can make the difference between getting fractures in midlife and escaping the effects of osteoporosis until after age 90. Those are physical activity and the bone-building nutrients, calcium and vitamin D. While the focus here will be on the effects of exercises, it should be noted that calcium consumption by adolescent girls is often seriously inadequate, compromising their ability to build strong bones that will last a lifetime.D)Exercise affects bone strength in two ways: in response to the pressure of gravitational forces like those experienced when walking, running or jumping, and in reaction to the stress exerted by muscle contraction. You might think that any kind of exercise is good for bones, and the more active a child is, the better. That is largely, but not always, true. On average, as with adults, active children have higher bone mineral density and reduce risk of fractures compared with their inactive counterparts, Dr. Kirk L. Scofield noted last year in Current Sports Medicine Reports.E) But some types of activities are better than others. Studies have found that the bone mineral density of young endurance runners is consistently lower than that of sprinters (短跑运动员), gymnasts or ball sports athletes. In fact those engaged in endurance and non-weight-bearing-- activities sometimes have weaker bones and a greater risk of fractures, both while actively competing and later in life, than their inactive peers.F) “Repetitive stress can tear down bone and is not the best for increasing bone strength,” Dr. Scofield, a sport medicine specialist at the university of Minnesota in Minneapolis, said in an interviewing, “It’s not that running, walking, cycling or swimming are bad. They’re just not as good for bone strength as other types of athletic activities.” Bones, he said, seem to respond best to a combination of stress, rest and variety, which suggests that youngsters engaged in endurance activities should also do cross-training to maximize bone strength. He also claimed that the most effective form of stress on bones is that which works against gravity and starts and stops, as happens when playing soccer, basketball, or tennis; doing gymnastics or dancing; using resistance equipment; or lifting weights.G)In a study of 99 college women who participated in NCAA Division sports, runners had the lowest bone density values at every site measured except their legs. Swimmer and divers also showed bone deficits when compared with those who played soccer or field hockey, for example. An earlier study of young female aerobic dancer, squash(壁球) players and speed skaters found that sports training that involves “high strain peak forces is more effective in bone formation than training with a large number of low-force repetition.”H) A major bone-robbing issue for some young athletes, especially women, is what sports specialists call “energy availability” -- the amount of energy they consume during exercise minus the amount they consume, divided by their lean body mass (muscles and bone). It represents the energy left to support all the body’s functions, including formation of new bone. Low energy availability can result from insufficient calorie intake, excessive calorie expenditure (花费,开支) during exercise, or a combination of the two, even if the athlete does not appear to be underweight and is not undernourished, Dr. Scofield said. Runners, for example, may burn so many calories that there’s not enough energy left to maintain normal bone health. He recommends a nutrition consultation for young athletes who get stress fractures, an indication of bone weakness that can be from low energy availability.I) A related concern that can result from excessive training is a syndrome called “female athlete triad --an interrelationship between energy availability, menstrual(月经) functions and bone density. Girls who over-exercise and don’t consume enough calories to support all bodily functions can have menstrual irregularity or lose their periods entirely, which can lead to muscle and bone injures. In a study of 249 females athletes at three high schools published in The Journal of Athletic Training last year, researchers in Provo, Utah, found that nearly 20 percent experienced menstrual irregularities and 63 percent developed musculoskeletal(骨骼的) injures, with the highest percentage of injuries among those with irregular or missing periods.J) I asked Dr. Scofield what advice he would give to the parents of young children and adolescents. His response: “Get kids away from electronics and encourage them to play actively and do lot of different activities. Equally important is to avoid pressuring them to be too thin.” He also urged adequate consumption of calcium(钙)-rich foods, like dairy products and canned salmon and sardines with bones. An assessment of intake can be judged from a web-based calcium calculator. Children 4 to 8 should consume 800 milligrams of calcium daily and those 9 through 18, 1, 300 milligrams. If children are not getting enough calcium from their diet, Dr. Scofield recommends that they take a calcium supplement with vitamin D. Vitamin D is needed for the body to absorb and utilize dietary calcium, and children ages 1 through 18 need 80 International Units daily. Most vitamin D is obtained when skin is exposed to sunlight, but the widespread use of potent sunscreens has greatly reduced this source, so a supplement may be essential.36. It has been found that the bone of mineral density of ball sports athletes is always higher than that of young endurance runners.37. The inadequate intake and excessive consumption of calories can result in low energy availability38. The young women with over-exercise and insufficient calorie intake can have menstrual irregularity or lose their periods wholly.39. Doing a lot of physical exercises, having enough calcium-rich foods and keeping away from electronics are important foryoung children and adolescents to ensure their bone health.40. We should beconcerned aboutour bones in childhood and adolescence rather than in midlife or later when it is too late toprevent serious bone loss and fractures.41. Generally speaking, girls reach their peak bone mass earlier than boys.42. Besides age, gender and genetics, physical activity and the bone-building nutrients can have a great effect on our bone mass.43. Doing physical exercises is good for increasing bone strength but exercising a single type of sport without a proper rest mayjeopardize the growth of bone strength?44. As for bone formation, an earlier study observed that sports training involving high strain peak forces is more effective thantraining with a large number of low-force repetitions.45. Bone strength can be affected by exercising in two ways: in response to the pressure of gravitational forces and in reaction tothe stress exerted by muscle contraction.
Section C In-depth Reading (20%, 2% for each one)Passage OneA man may usually be known by the books he reads as well as by the company he keeps; for there is a companionship of books as well as of men; and one should always live in the best company, whether it be of books or of men.A good book may be among the best of friends. It is the same today that it always was, and it will never change. It is the most patient and cheerful of companions. It does not turn its back upon us in times of adversity or distress. It always receives us with the same kindness, amusing and instructing us in youth, and comforting and consoling (抚慰) us in age.Men often discover their affinity to each other by the love they have each for a book -- just as two persons sometimes discover a friend by the admiration which both have for a third. There is an old proverb, “Love me, love my dog.”But there is more wisdom in this: “Love me, love my book.”The book is a truer and higher bond of union. Men can think, feel, and sympathize with each other through their favorite author. They live in him together, and he in them.“The poet’s verse,”said Hazlitt “slides in the current of our blood. We read them when young, we remember them when old. We feel that it has happened to ourselves. They are to be had very cheap and good. We breathe but the air of books.”A good book is often the best urn (瓮) of a life enshrining the best that life could think out; for the world of a man’s life is, for the most part, but the world of his thoughts. Thus the best books are treasuries of good words, the golden thoughts, which, remembered and cherished, become our constant companions and comforters. “They are never alone,”said Sir Philip Sidney, “that are accompanied by noble thoughts.”Books bring us into the presence of the greatest minds that have ever lived. We hear what they said and did; we see them as if they were really alive; we sympathize with them, enjoy with them, grieve with them; their experience becomes ours, and we feel as if we were, in a measure, actors with them in the scenes which they describe.The great and good do not die even in this world. Embalmed (保存) in books, their spirits walk abroad. The book is a living voice. It is an intellect to which one still listens. Hence we ever remain under the influence of the great men of old. The imperial intellects of the world are as much alive now as they were ages ago.46．The man idea of the first paragraph is that________.A．one should read good booksB．books are like one’s best companionsC．one should make friends with good booksD．one should not live without books and friends47．The word “affinity”in the third paragraph most probably means __________.A．similarity. B．understanding. C．rewards. D．compassion.48．A good book provides us with____________.A. survival skills in societyB. love for the whole of humanityC. good words and golden thoughtsD. verses written by the best poets49. By saying “The great and good do not die even in this world”, the author means that________.A．the influence of great men never stopsB．writers normally enjoy a long life in historyC．good books have been well cherished in historyD．books have best preserved the wisdom of great writers50．The best title of the passage is _________.A．The Role of BooksB．The Influence of BooksC．The Companionship of BooksD．The Contribution of Books注意：请填写选项的大写字母代号，小写字母不得分。
Passage TwoFor thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up-to-date. They’re documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction.Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Students teachers score higher on tests than pupils who’re learning only for their own sake. But how can children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that first-born children are more intelligent than their later-born siblings (兄弟姐妹). This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students,who in turn instruct middle school students on the topic.But the most cutting-edge tool under development is the “teachable agent” -- a computerized character who learns, tries, makes mistakes and asks questions just like a real-world pupil. Computer scientists have created an animated (动画的) figure called Betty’s Brain, who has been “taught” about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.Feedback from the teachable agents further enhances the tutors’ learning. The agents’ questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put int action.Above all, it’s the emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from some else’s accomplishment.51.What are researchers rediscovering through their studies?A)Human intelligence tends to grow with age. B) Seneca’s thinking is still applicable today.C) Better learners will become better teachers. D) Philosophical thinking improves instruction.52.What do we learn about Betty’s Brain?A)It is a teaching tool under development. B) It is a cutting-edge app in digital games.C) It is a character in a popular animation. D) It is a tutor for computer science students.53.How does teaching others benefit student tutors?A)It makes them aware of what they are strong at.B)It motivates them to try novel ways of teaching.C)It helps them learn their academic subjects better.D)It enables them to better understand their teachers.54.What do students do to teach their teachable agents?A)They use various ways to explain the materials.B)They ask them to design their own questions;C)They motivate them to think independently.D)They encourage them to give prompt feedback.55.What is the key factor that eases student tutors’ learning?A)The learning strategy acquired. B) Their sense of responsibility.C ) The teaching experience gained. D) Their emotional involvement.注意：请填写选项的大写字母代号，小写字母不得分。
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