Question

9．The bedroom door opened and a light went on，signaling an end to nap time．The toddle（初學(xué)走路的嬰兒），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 forthem？"
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 tha subway，said she understands the impulse （沖動(dòng)）．"This is a magical phone，"she said．"I must admit I'm addicted to this phone．"

41．The first paragraph in the passage intends toC．
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
42．According to the author，iPhones are popular with both adults and young kids because they areA．
A．easy to use                          B．beautiful in appearance
C．cheap in price                       D． powerful in battery volume
43．The underlined word"them"in the seventh paragraph refers toB．
A．televisions    B．cellphones          C．iPhones          D．screens
44．The tone of the author towards parents sharing iPhones with their children isC
A．negative       B．subjective        C．objective        D．supportive
45．The passage mainly tells usA．
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．

Answer 1

分析 本文敘述了蹣跚學(xué)步的幼兒對(duì)iPhone著迷上癮的現(xiàn)象．而且很多父母把手機(jī)遞給孩子玩．手機(jī)之所以深受大人和孩子的歡迎，主要是因?yàn)樗��?jiǎn)單易學(xué)．但是孩子玩手機(jī)，對(duì)孩子的成長(zhǎng)不利．研究表明，孩子最好的學(xué)習(xí)方式是活動(dòng)，活動(dòng)幫助他們適應(yīng)特殊情況，但是與屏幕交流沒(méi)有這種作用．所以，作者認(rèn)應(yīng)關(guān)注孩子對(duì)手機(jī)上癮這一現(xiàn)象．

解答 答案：41．C 推理判斷題．根據(jù)第一段的The toddle…uttered what is fast becoming the cry of his generation："iPhone!"蹣跚學(xué)步的幼兒喊道"iPhone!"這個(gè)很快成為了他們這一代人的喜愛(ài)．從中可知幼兒已經(jīng)對(duì)iPhone著迷．故選C．
42．A 細(xì)節(jié)理解題．第四段的Apple，theiPhone's designer and manufacturer，has built its success on machines souser-friendly that even technologically blinded adults can figure out how towork them，so it makes sense that sophisticated children would follow． iPhone的設(shè)計(jì)師和生產(chǎn)商----蘋(píng)果，使手機(jī)如此容易使用，以至于不懂技術(shù)的成年人都會(huì)用，當(dāng)然早熟的孩子就更不用說(shuō)了．故選A．
43．B 詞義猜測(cè)題．第七段的but thecellphone industry is becoming so complex that we always come back to the tableand wonder-但手機(jī)行業(yè)正變得如此復(fù)雜，我們總是坐在一起，前面提到手機(jī)有很多應(yīng)用程序，怎樣才適合孩子，想知道是否應(yīng)該為手機(jī)制定一個(gè)指導(dǎo)方針．因此them代指的cellphone．故選B．
44．C 作者態(tài)度題．最后一段的Still，Dr．Hirsh-Pasek，struck on a recent visit to New York City by how many parents werehanding over their iPhones to their little children in the subway，said sheunderstands the impulse 作者通過(guò)引用Dr．Hirsh-Pasek的話，認(rèn)為父母與孩子分享手機(jī)，是一種沖動(dòng)，也就是說(shuō)作者不贊同這樣的行為．故選C．
45．A 主旨大意題．全文圍繞這孩子玩故 iPhones上癮，并且引用專(zhuān)家的話，手機(jī)不會(huì)使孩子來(lái)適應(yīng)真實(shí)的生活環(huán)境．所以孩子對(duì)iPhones上癮的現(xiàn)象應(yīng)引起關(guān)注．故選A．

點(diǎn)評(píng) 閱讀理解是考查語(yǔ)篇理解能力．常考的題型有：推理判斷題；主旨大意題；細(xì)節(jié)理解題；猜測(cè)詞意題．近幾年又出現(xiàn)了兩種新的考查方式：寫(xiě)作態(tài)度判斷題和文章結(jié)構(gòu)題．解題時(shí)，在讀懂文章的基礎(chǔ)上，還有特別注意掌握題型的特征，尤其是細(xì)節(jié)題和推斷題不可混淆：細(xì)節(jié)題是文章信息的再現(xiàn)；推斷題是文章信息的提�。�本題是廣告類(lèi)文章，考查主要是以細(xì)節(jié)題為主，細(xì)節(jié)題要注意常用的出題陷阱有：夸大，縮小，張冠李戴，偷梁換柱，無(wú)中生有等，做題時(shí)要看清看準(zhǔn)．