Which color do you like_______, Bill, red ______ yellow?

A.most, or B.better, or C.best, or D.more, and

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We can make a kite ________ paper and wood ________ a knife.

A.from, in B.to, in C.out of, with D.out of, use

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What do the speakers think of Lucy’s brother?

A.He is friendly. B.He doesn’t like to talk. C.He is an unfriendly man.

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—Did you enjoy yourself at the party?

—Yes. What great fun __________ ourselves to all kinds of snacks!

A.we had to help B.it was helping C.it is to help D.we had helping

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Which of the following words is pronounced /weist/ ?

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Learning Colour Words

In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”.

Cognitive (認(rèn)知) scientists at Stanford University in California supposed that children's inability at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e. g. “blue cup”), in contrast to post-nominal position (e. g. “The cup is blue. ”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words.

To explore this idea further, the research team recruited (招募) 40 English children aged between 23 and 29 months and carried out a three-period experiment. It included a pre-test, followed by training in the use of colour words, and finally a post-test that was the same to the pre-test. The pre- and post- test materials contained six objects that were unfamiliar to the children. There were three examples of each object in each of three colours-red, yellow and blue. The objects were presented on trays (托盤(pán)), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal ( “Which is the red one?”) or a post-nominal ( “Which one is red?”).

In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses,and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent (一致的) across the pre-and post-tests were used to measure children's colour knowledge.

According to the assessment, children's performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre-and post-test scores across each condition showed a significant decline in performance when children were both pre-and post-tested with questions that placed the colour words pre-nominally.

1.What is the purpose of Paragraph 2?

A.To present a phenomenon. B.To make a contrast.

C.To give a possible explanation. D.To provide an example.

2.What can we learn about the experiment from the passage?

A.The children had to place the pre-and post-test objects onto coloured trays.

B.The children were presented with the same objects in the pre-and post-tests.

C.Pre-nominal questions were less used than post-nominal questions in the training.

D.The researchers aimed to look for consistencies in children's knowledge of word order.

3.The outcome of the experiment shows that ______.

A.children are unable to accurately sort objects by colour.

B.children trained on pre-nominal adjectives perform well.

C.children learn colour words rapidly in post-nominal position.

D.children can make predictions from the objects to the colour words.

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Imagine having a simple app (應(yīng)用程序) that works like: When you need help, just open the app, touch the “notOK” button and a message will be sent to five pre-selected (預(yù)先設(shè)定的) people, along with a location to show where you are. The message reads: Hey, I’m not OK. Please call me, text me, or come to find me.

US teenagers Hanaah Lucas, 15, and her brother Charlie, 13, have created an app called notOK. People just need to pay $1.99 each month to use it.

Hannah was inspired to create the app during a dark time in her life last year. She developed an illness that made her pass out at school. Other kids sometimes bullied (欺凌) her about this. She felt sad and wanted to find an app that would allow her to get help when she wasn’t feeling OK.

She asked her brother Charlie to find such an app. When they couldn’t find, they decided to create one themselves.

The came up with some designs for the app first. Charlie took a programming class last summer and built a website for the app. Hannah also shaerd her idea in her summer class. Some app developers showed interest and decided to help her. At last, the app came out in the US and Canada on January 31.

Hannah is happy that her app is helping others.

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A.Five people who were pre-selected. B.Five people who bullied you.

C.Five people who are the developers. D.Five people who are your family members.

2.What do the underlined words “text me” in Paragraph 1 probably mean?

A.Send me a report. B.Send me a letter. C.Send me a message. D.Send me a paper.

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A.to bully others B.to build a website C.to make money D.to ask for help

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b. Charlie took a programming class last summer.

c. The app came out in the US and Canada in January.

d. Hannah and Charlie didn’t find such a useful app.

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5.What are the best words to describe the app?

A.Simple and helpful B.Pleasant and dangerous

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