As with anything, a “Yo” can just be a “Yo”. But you’ll feel a very real difference between a “Yo” get in the morning from a friend and a “Yo” you get in the evening from a board friend. Trust me. And that’s the magic.
But people don’t always want to load their “Yos” with meaning. David Shapiro, from The New Yorker, says now when he thinks about someone, he just “Yos” them instead of spending time starting and carrying on a conversation. He says it’s a great way of saying:” I’m thinking about you but I don’t have anything in particular to say.” Social media constantly demands our time and attention. Not responding to text message and e-mail can hurt relationships. But, Shapiro says a “Yo” doesn’t seem to demand a reply, “ What a relief,” he says.
61. Which of the following is TRUE about the app Yo?
A. It is a better type of social media than micro-blogging. B. It was launched on April Fools’ Day this year as a joke.
C. Because it is simple to use , it has become an instant success.
D. Though it enjoys great popularity in the US, opinions on it are still divided.
62. The underlined word “substance” in Paragraph 5 probably means ______________. A. adequate investment B. necessary technique support C. the quality of being meaningful D. the quality of being fashionable 63. According to David Shapiro, Yo_________________. A. has more meanings than two letters. B. is an efficient way to connect with others.
C. is the best way to indicate that you’re missing someone.
D. is useful when you want to start a conversation but don’t know what to say. 64. The main purpose of the article is to ______________.
A. tell the story of how Yo was created B. present people’s opinions of Yo C. give a brief introduction of Yo D. attract potential customers to Yo.
D
One of India’s great economic advantages is the relative youth of its population. By 2020 it will become the world’s youngest country, with 64% of its people at working age. To make the most of this advantage, India’s children need to be educated.
On paper, India is doing well. The country has a nationwide network of state primary schools funded by an earmarked(指定的) tax. Some 96% of children aged 6-14 go to school, even in rural areas. That’s well above the average for the developing world and their attendance is good. But attainment is poor; three-quarters of third-graders can’t read a grade-one text and 53% of grade-five kids can’t read at the standard they should have achieved at grade two. Levels of achievement are almost as bad in maths.
“The main problem in India is not enrollment(入学人数) or whether there is a local school; it’s the delivery of education ---the way teaching is done or not done,” says Vinati Sukhdev, executive director of Pratham, a charity that campaigns for better education in India. According to Ms Sukhdev, the country’s teachers are the third-best-paid in the world but they’re poorly trained and are often absent---it’s not uncommon for them to hold a second job outside school. Teacher attendance at primary level is only 85%, according to Pratham research and there is little punishment for those who don’t turn up.
Because more than 30% of India’s state primary schools are tiny establishments with just 60 or even fewer pupils---rising to 60%in the far north and north east ---the absence of a teacher is likely to mean that there is no learning that day.
The government knows that state schooling needs improving. In 2009, it passed the Right of Children to Free and Compulsory Education Act or the Right to Education (RTE) Act, a law for the national provision of free, child-friendly education. It says that there should be two teachers for every 60 students and that they should go to work regularly, get there on time, follow the curriculum, assess how well the children are learning and meet regularly with parents.
There has been some progress, though from a low base. According to Ms Sukhdev, 45% of schools
agree with the pupil/ teacher ratios(比率), up from 39% in 2010, when the law took effect. Infrastructure is improving too. Two-thirds of state primaries now have a working toilet.
“What we need to do next is improve accountability(责任),” says Ms Sukhdev. Schools have
management committees that are supposed to include parent and local government representatives. “But they don’t work or people don’t know they exist.” Pratham tries to help local communities and parents drive improvement. “You should see the kind of reaction we get when they realize the teacher is paid but isn’t turning up!” says Ms Sukhdev. “We can’t be everywhere, so we limit ourselves to working in a few districts, where we can create model schools. Then we try to work together with local governments to make sure every school in the district or state is raised to that level. “
the Read India program was launched by Pratham in 2007 and now it has created an easy-to-use
teaching and assessment pack called Learning to read. It has trained teachers in how to use the pack in school and shown community health workers, volunteers and parents how it could support learning outside school. The program has now run across 19 states, involving 450,000 volunteers and training 600,000 teachers and government workers. Among the 33m children who have participated, the number of those who can read simple sentences has risen by 20%.
For Ms Sukhdev, the success of Read India underlines the need to find ideas that can be
replicated(复制). According to the UNESCO money and attendance level are important---but it’s the quality of education delivered that really matters.
65. What problem with India’s education does Paragraph 2 show? A. India’s efforts in education are not well rewarded. B. India’s primary schools lack financial support. C. Kids hardly attend school in India rural areas. D. India third-graders often read grade-one texts.
66. Who are to blame for India’s poor education according to Vinati Sukhdev? A. Local governments B. School teachers C. School students
D. Educational organizations
67. According to the passage, the RTE Act is mainly to _______. A. improve teachers’ teaching skills B. offer students many more courses C. set up a teacher-friendly education D. regulate teachers’ teaching behavior
68. The underlined words “that level” in paragraph 7 refer to ______. A. the educational level of model schools B. the required level of school management C. the required level of teachers’ attendance D. the educational level of average Indian schools
69. How do parents feel about the findings of Pratham’s research? A. Unconcerned B. Angry C. Regretful D. Sympathetic
70. What can be learnt about the Read India program? A. It is in the charge of the UNESCO
B. It has helped train about 33m teachers
C. It encourages more students to attend schools D. It is an example of what targeted help can achieve
第四部分 任务型阅读
Teenager bedwetting can be caused by a number of factors, some of which may be related to serious health issues. Bedwetting that starts suddenly can be a sign of serious trauma（创伤）or minor problems, like allergies. An isolated incident may be related to substance abuse.
One of the major causes of teenager bedwetting is simple genetics. Some teenagers mature more slowly than others, some have underdeveloped bladders（膀胱）, and some have a family history of bedwetting. Given that these problems are usually present throughout childhood, it is likely that teenage bedwetting due to these causes will have a long history. Most people do eventually grow out of this type of bedwetting.
In some cases, teenage bedwetting can be caused by dietary changes. Increases in caffeine, dairy products, and other substances can cause a teenager to relapse（复发）into bedwetting. Isolating the problem can be difficult because the teenager may or may not be allergic to the substance.
Emotional troubles sometimes lead to bedwetting as well. Stress and trauma, in particular, can lead to uncontrolled bedwetting. In some cases, a teenager may be hiding the source of the severe trauma and may not be willing to give information when confronted. Cases like these are often handled by psychologist.
There are a number of causes of teenage bedwetting that relate to how urine（小便）is produced and the available space in which to store it. A teenager may for any number of reasons begin to produce excess urine. It is also possible that he or she has a small bladder that is not capable of handling the amount of urine produced at night. Having a small bladder does not necessarily imply that a person will wet the bed, so bladder size may not always provide a definitive answer. In combination with a sleep disorder, which may prevent the teenager from waking up when the bladder is full, these conditions can produce bedwetting.
It can be hard to diagnose（诊断）the cause of bedwetting in teens, but understanding why a teenager is wetting the bed can be helpful not only for health but for emotional security as well. Teenagers are often ashamed of wetting the bed, and this shame may interfere with their other activities. By diagnosing the cause even if there is no cure, a teenager who suffers from bedwetting may experience an improvement in overall quality of life.
The 71 of teenage bedwetting Numerous factors contribute to bedwetting among teenagers; some are minor while others are serious. ＊Some teenagers are not fully grown and they may not be 72 mature. ＊The problem may 73 from their family members The 74 amount of caffeine, dairy products and other substances in the teenager’s diet matters a lot. ＊Stress and trauma make a big 76 to uncontrolled bedwetting. ＊Teenagers sometimes are 77 to tell others the source of severe trauma. ＊Too much urine is stored in a small bladder. ＊A small bladder 78 with a sleep disorder can cause bedwetting Theme Genetics Dietary changes 75 troubles Urine
