Teachers say the digital age has had a good influence - and a not-so-good influence - on this generation of American teenagers．More than 2,000 teachers took an online survey．Three-quarters of the teachers said the Internet and digital search tools have had a "mostly positive" effect on their students' research habits and skills．But 64 percent said the technologies "do more to distract（使 - - - ---分心） students than to help them academically．" And 87 percent agreed that these technologies are creating an "easily distracted generation with short attention spans．"
The Pew Internet Project did the survey with the National Writing Project．Judy Buchanan is the vice director of the National Writing Project and a co-author of the report．Ms．Buchanan says digital research tools are helping students learn more and faster．"Teachers really favor these tools because they are ways to make some of the learning exciting and engaging．Young people favor these tools．The goal is to really help them become creators of meaningful content, and not just sort of consumers．"
But one problem the survey found is that many students lack digital literacy．They trust too muck of the information they find on the Internet．Judy says these students haven't developed the skills to determine the quality of online information．"It's something that really has to be taught and paid attention to．Because in a world in which things happen quickly, you do need to step back, reflect and analyze the information you have．"
Another problem is blamed on something that might not seem like a problem at all: being able to quickly find information online．Teachers say the result is a reduction in the desire and ability of their students to work hard to find answers．They say students are overly dependent on search engines and do not make enough use of printed books or research libraries．
Many teachers are also concerned that the Internet makes it easy for students to copy work done by others instead of using their own abilities．
【小題1】The text mainly tells us____．

A．a(chǎn)ll the students use digital tools
B．the Internet is playing a key role
C．teachers encourage using digital tools
D．digital tools bring about benefits and problems
【小題2】Which of the following best shows the structure of the text?

【小題3】The underlined sentence in the third paragraph probably means
A．students do not have the right digital tools
B．students do not always have access to the Internet
C．students haven't the ability to adjust themselves
D．students can't judge online information properly
【小題4】Some students don't tend to work hard because
A．they can get answers on the Internet quickly
B．printed books and libraries around aren't enough
C．the Internet can't make students concentrate
D．they can copy each others' work without being punished


【小題1】D
【小題2】A
【小題3】D
【小題4】A

解析試題分析: 本文是一篇調(diào)查結(jié)果，介紹了電子產(chǎn)品給教學(xué)帶來了好處的同時(shí)也帶來了一些問題。比如，因?yàn)槿鄙僮R(shí)別虛假和真實(shí)信息的能力，學(xué)生們很容易受到不好的影響；同時(shí)，調(diào)查還發(fā)現(xiàn)學(xué)生們也會(huì)因?yàn)樵诰W(wǎng)上容易查到答案而不愿意努力學(xué)習(xí)。
【小題1】D主旨大意題。文章開頭介紹了調(diào)查的結(jié)果Teachers say the digital age has had a good influence - and a not-so-good influence - on this generation of American teenagers．然后在下文再進(jìn)行詳細(xì)的敘述，故答案選D。
【小題2】A細(xì)節(jié)理解題。文章開門見山提出主題，然后在第二段講述電子產(chǎn)品所帶來的好處，而其余三段都是介紹電子產(chǎn)品可能造成的問題，故A選項(xiàng)正確。
【小題3】D細(xì)節(jié)理解題。根據(jù)后面的解釋部分“學(xué)生應(yīng)該被教給如何去培養(yǎng)技能去識(shí)別網(wǎng)上信息的質(zhì)量”可知學(xué)生對(duì)于信息沒有很好的判斷能力，答案選D
【小題4】A細(xì)節(jié)理解題。從文章倒數(shù)第二段可知教師擔(dān)心學(xué)生們不努力學(xué)習(xí)的原因是他們可能會(huì)從網(wǎng)上抄襲作業(yè)，答案選A。
考點(diǎn)：考查社會(huì)教育類短文閱讀。

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科目：高中英語 來源： 題型：閱讀理解

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March 25, 2014  Chengdu  Michelle Obama
You see, the truth is that I grew up like many of you. My mom, my dad, my brother and I, we lived in a tiny apartment in Chicago, which is one of the largest cities in America. My father worked at the local water plant…
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【小題1】The passage can be sorted as a        ．

A．self-introduction B．short story C．news report D．speech draft (草稿)
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科目：高中英語 來源： 題型：閱讀理解

One Monday morning, Paul and his classmates were in science laboratory for their practical chemistry lesson. The students were going to work in pairs to do an experiment. Before they began, the teacher gave them this description of the different stages of the experiment.
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Paul and his partner followed the instructions and set up their equipment. Paul went to the cupboard to get a bottle of hydrochloric acid. He found that there was only one bottle in the cupboard so he took that. There was no label on the bottle and Paul didn’t check with the teacher if it was the right solution.
He measured the liquid and poured it into a test tube. Using tongs to hold the test tube, he heated it over the Bunsen burner. That’s when things started to go wrong. The liquid in the test tube was not hydrochloric acid. When it was heated, it formed a thick cloud of white gas. Soon the room was full of this strong smelling white gas.
All the students started coughing and their eyes hurt. The teacher immediately opened the windows and ordered the students to leave the laboratory at once. She realized that the liquid was a crylamide (丙烯酰胺) and that it is poisonous.
Fortunately, nobody was injured in the incident. However, it taught the students and the teacher a good lesson.
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A．Never have a bottle without a label in the chemistry lab!
B．Obey your teacher’s instructions in the Chemistry lab.
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A．Water B．Carbon dioxide gas C．Salt D．Poisonous gas
【小題3】Why did Paul make the mistake?
A．He went to the cupboard to get the bottle by himself.
B．He found that there was only one bottle in the cupboard so he took that.
C．There was no label on the bottle.
D．Paul didn’t check with the teacher that it was the right solution.
【小題4】Why did the teacher send the students out of the classroom?
A．Becausethe room was full of this strong smelling white gas.
B．Because all the students started coughing and their eyes hurt.
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科目：高中英語 來源： 題型：閱讀理解

Dear Michelle,
Why can't my daughter manage her life better? She is 17 and an honor student, but she seems to be wasting her life away with a boyfriend who is holding her back.
He consumes every waking minute of her precious time and smooth-talks her as well.
His goal is to get her to agree to go to the college of his choice, not her choice, and because his grades are lower, his choice will be limited.

A worried mother
Dear Mother of a 17-year-old Girl,
Hmmmmm. What's the matter with kids today? Remember that song from "Bye Bye Birdie"?
Well if you do not, let me fill you in about teenagers and their life-management skills. Do not expect too much too soon because at the ripe age of 17, life-management is not within their reach, nor should it be.
Life experience creates both the conditions and the skills for management, and if management went before experience, there would be little of it.
Your daughter is an honor student for good reasons. She is smart, studies with intelligence and you have given her good values.
When the time comes for her to apply for college, and she visits the ones that are specifically designed for students at the top of their grade, she will most likely break away from her boyfriend's influence.
It is rare for an honor student to change the path of their academic career for puppy love. That being said, there might be some adolescent wisdom in her behavior after all.
Perhaps she is choosing to worry you, her parents, for unconscious reasons. Being such a good girl and being a steady source of joy might have become a bit too much for her.
Let your daughter have her own private moment of 11th grade rebellion. She deserves a break from perfection.
Michelle
【小題1】From the mother's letter we can learn that her daughter _________ .             .

A．is being fooled by the boy
B．has fallen behind in her studies
C．doesn't talk much with her mother
D．has chosen which college to attend
【小題2】 According to Michelle, 17-year-old teenagers _________ .              .
A．a(chǎn)re too young to manage their life
B．a(chǎn)re old enough to live their own life
C．should have management before experience
D．have reached the age of an adult
【小題3】The underlined word "puppy-love" refer to_________ .          .
A．false love B．foolish love C．pure love D．a(chǎn)dolescent love
【小題4】Michelle seems to believe that the daughter will finally_________ .           .
A．come up with the right decision
B．follow her boyfriend's advice
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科目：高中英語 來源： 題型：閱讀理解

Some students get so nervous before a test; they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry，it actually uses up attention and memory resources. I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher，Gerardo Ramirez，have developed a possible solution. Just before an exam，highly anxious test-takers spend ten minutes writing about their worries about the test.
Sian Beilock: “What we think happens is when students put it down on paper，they think about the worst that could happen and they reappraise the situation. They might realize it’s not as bad as they might think it was before and，in essence(本質(zhì)上)，it prevents these thoughts from popping up when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of  B+，compared to a B－ for those who did not.
Sian Beilock: “What we showed is that for students who are highly test-anxious，who’d done our writing intervention(排解)，all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
【小題1】Which of the following is TRUE?

A．The result in the math test agrees with that in the biology test.
B．In the first math test, students who sat quietly performed better.
C．In the second math test, students who wrote about their feelings did worse.
D．Some college students are highly anxious test-takers while others are not in the tests.
【小題2】What may happen if students have the problem of test anxiety?
A．Test anxiety is sure to cause students to fail the test.
B．Test anxiety can improve students’ performance to some degree.
C．Students’ attention and memory resources run out when worried.
D．Students may not be admitted into their favorite college if worried
【小題3】The result of the research suggests that ________．
A．proper amount of burden may turn out to be a good thing
B．facing the fears bravely may help one to achieve more
C．a(chǎn)voiding facing the problem may contribute to relaxation
D．taking no action before difficulty may result in success
【小題4】What is the main idea of the passage?
A．It is important for students to overcome test anxiety.
B．Anxious students overcome test anxiety by writing down fears.
C．It is a common practice for students being worried before a test.
D．Being worried before tests does harm to students’ performance.

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