英语四级段落信息匹配题练习和答案详解
A) The effect of television on children has been debated ever since the first sets were turned on. Now three new studies find that too much tube time can lower test scores, retard learning and even predict college performance. The reports appear in the July issue of the Archives of Pediatrics & Ado-lescent Medicine.
B) In the first report, researchers studied the effect that having a TV in a child's bedroom can have on third graders. "We looked at the household media environment in relation to academic achievementon mathematics, reading and language arts tests," said study author Dina L.G. Borzekowski, an as-sistant professor at Johns Hopkins Bloomberg School of Public Health.
C) Borzekowski and her colleague, Dr. Thomas Robinson of Stanford University, collected data on386 third graders and their parents about how much TV the children watched, the number of TV sets, computers and video game consoles in the household and where they were. They also collected data on how much time the children spent using the different media, as well as the time spent doing homework and reading. The researchers found that the media in the household, where it is and how it is used can have a profound effect on learning. "We found that the household media environment has a very close association with performance on the different test scores," Borzekowski said.
D) "A child who has a TV in his or her bedroom is likely to have a score that is eight points lower on a mathematics test compared to a child who doesn't have a TV in the bedroom," she noted. These children also scored lower on the reading and language arts tests. However, children who have ac-cess to a home computer are likely to have higher scores on each of the tests compared with children who don't have access to a home computer, Borzekowski noted.
E) The reasons why TV has this negative effect are not clear, Borzekowski said. "When there's TV in the bedroom, parents are less likely to have control over the content and the amount watched," Borzekowski said. "They are also unable to know how early or how late the set is on. This seems to be associated with kids' performance on academic tests." Borzekowski believes that content and the time the TV is on may be the primary reasons for its negative effect. "If the TV is in the family room, then parents can see the content of what children are watching," she said. "Parents can choose to sit alongside and watch, or turn the set off. A simple and straightforward, positive parenting strategy is to keep the TV out of the child's bedroom, or remove it if it's already there."
F) In the second report, Dr. Robert J. Hancox from the University of Ot ago in Dunedin, New Zealand, and colleagues found, regardless of your intelligence or social background, if you watch a lot of TV during childhood, you are a lot less likely to have a college degree by your mid-20s. In their study, the researchers followed 1,037 people born in 1972 and 1973. Every two years, between the ages of5 and 15, they were asked how much television they watched. The researchers found that those who watched the most television during these years had earned fewer degrees by the time they were 26."We found that the more television the child had watched, the more likely they were to leave school without any qualifications," Hancox said in a prepared statement. "Those who watched little television had the best chance of going on to university and earning a degree."
G) Hancox's team found that watching TV at an early age had the most effect on graduating from college. "An interesting finding was that although teenage viewing was strongly linked to leaving school without any qualifications, it was earlier childhood viewing that had the greatest impact on getting a degree," he said. "This suggests that excessive television in younger children has a long-lasting adverse effect on educational performance."
H) In the third paper, Frederick J. Zimmerman and Dr. Dimitri A. Christakis from the University of Washington report that, for very young children, watching TV can result in lower test scores in mathematics, reading recognition and reading comprehension. "We looked at how much television children watched before age 3 and then at ages 3 to 5," Zimmerman said. "We found that for children who watched a small amount of TV in the earlier years, there was co nsider able beneficial effect compared to children who watched a lot of TV."
I) For children aged 3 to 5, the effect was not as clear, Zimmerman said. "There were some beneficial effects of watching TV on reading, but no beneficial effects for math or vocabulary," he noted. "The worst pattern was to watch more than three hours of TV before age 3. Those kids had a significant disadvantage compared to the other kids." Parents should follow the American Academy of Pediatrics recommendation, which is no TV for children under 2, Zimmerman said. "Personally, I feel the cutoff should be children under 3, because there is just not any good content for children under 3."
J) One expert believes that TV can have both positive and negative effects, but it all depends on what children are watching. "Content matters," said Deborah L. Line barger, an assistant professor at the University of Pennsylvania, who co-authored an accompanying editorial. "Educational content has been found to be related to performance on school readiness tests, higher grades when they are teen-agers, whereas, non-educational content tends to be associated with lower academic performance."
K) Another expert agrees. "TV watching takes up space that could be used by more useful things," said Dr. Christopher P. Lucas, a clinical coordinator at the Early Childhood Evaluation and Treatment Program at the New York University Child Study Center. "TV is not necessarily toxic, but is some-thing that has to be done in moderation; something that balances the other needs of the child for healthy development."
L) Lucas puts the responsibility for how much TV kids watch and what they watch squarely on parents. "The amount of TV watching certainly has a link with the reduced amount of time reading or doing homework," he said. "The key is the amount of control parents have in limiting the amount of access. Get the TV out of the bedroom; be aware of what is being watched; limit the amount of TV watching."
46. According to Borzekowski, children having chances to use a family computer are likely to acquire better results on the different tests.
47. The reports issued in the Archives of Pediatrics & Adolescents Medicine find that watching too much TV leads to poor performance in school.
48. Watching more than three hours of TV before age 3 has bad effect on kids.
49. According to the second report, the chance for one to acquire a college degree depends on the amount of his TV watching during childhood.
50. In Deborah L. Lingbarger's opinion, educational content is helpful for teenagers to get better results on school readiness tests.
51. The environment of family media greatly affects children's test scores according to the first report.
52. Borzekowski believes that TV's negative effect on children's marks may mainly lie in what children watch on TV and how much time they spend on it.
53. Lucas thinks parents should take the responsibility to supervise kids' TV watching.
54. According to the recommendation from American Academy of Pediatrics, children under 2 should watch no TV.
55. Hancox thinks earlier childhood TV watching affects one's acquiring a college degree most.
电视机与成绩差有关
A.)自电视机问世以来，其对孩子的影响便一直颇具争议。【47】目前，有三项新的研究发现，看电视事假太长会导致学习成绩下降，妨碍学习进步，甚至影响在大学的成绩。这三项研究报告刊截在7月份的《儿科和青春期医学档案》杂志上。
B)在第一份报告中，研究人员研究在三年级学生的卧室里放置电视对他们的影响。其中的一位研究人员是约翰霍普金斯大学彭博公共卫生学院的助理教授DinaL.G.Borzekowski，她表示：“我们研究的是家庭媒体环境对数学、阅读和语言艺术等科目测试成绩的影响。”
C)Borzekowski和她的同事，斯坦福大学的Thomas Robinson博士，调查了386位三年级学生及其父母，收集了大量关于孩子看电视花费的时间、家中的电视机、电脑和视频游戏设备的数量及其摆放位置。他们还收集了一些关于孩子在不同媒体上所花的时间和在家庭作业与阅读上所花的时间的数据。研究人员发现，家中媒体设备的摆放位置和使用方式对孩子的学习有重要的影响。【51】Borzekowski表示：“我们发现家庭媒体环境与孩子不同的测验分数的表现有密切的关系。”
D)她表示：“卧室有电视机的孩子，其数学成绩比卧室没有电视机的孩子很可能会低8分。”而且他们的阅读和语言艺术考试成绩也相对降低。可是Borzekowski又说，【46】可以使用家庭电脑的孩子比家中没有电脑的孩子更有可能在这些科目的测试中取程更高的分数。
E)Borzekowsk表示目前关于电视会造成这种负面影响的原因尚不明确。她说：“如果孩子的卧室有电视机，家长便不太可能控制孩子们观看的内容和时间。他们也不可能知道孩子们多早或多晚打开电视机。这似乎与孩子的学习成绩有关。”【52】 Bomekows】认为电视内容和观看的时间可能是导致电视机的负面影响的主要原因。“如果电视在客厅，那么家长便可以知道孩子所观看的内容，”她说。“家长可以选择坐在旁边一起观看，或者将电视机关掉。一个简单、直接、有效地方式就是不要在孩子的卧室放电视机，如果已经放了，那就搬出来吧。”
G)Hancox的研究团队还发现儿童时期看电视对从大学毕业的影响最大。他说：“一项有趣的发现是，虽然少年时期看电视很可能会导致没有毕业就离开学校，但是对能否取得学位影响最大的却是童年时期看电视。这表明，在童年时期，过度看电视会对学业造成长期持续的不利影响。”
H)在第三份报告中，Frederick J.Zimmerman和来自华盛顿大学的Dimitri A.Christakis博士认为，对于幼儿来说，看电视会导致数学、阅读认知和阅读理解的分数降低。Zimmerman表示“我们研究了孩子在3岁以前和在3到5岁之间看电视所花的时间的数量，结果发现与花许多时间看电视的孩子相比，小时候很少看电视的孩子有相当大的优势。”
J)一位专家认为，电视有积极和消极的影响，而这完全取决于孩子所看的内容。宾夕法尼亚大学的助理教授Deborah L.Linebarger曾参与编写一篇补充社论，他认为：“内容很重要。【50】教育性的内容与入学须备考试的成绩有关，有助于青少年取得更好的成绩，而非教育性的力容则往往导致学习成绩下降。”
K)另外一位专家Christopher P.Lucas博士也同意这一观点。他是纽约大学儿童研究中心幼儿评价与治疗计划的临床协调员，他认为：“看电视会占据用于做其他更有用的事情的时间。电视不一定有害处，但是看电视应该适度。为了孩子的健康发展，看电视要和孩子的其他需求保持平衡。”
L)【53】Lucae认为孩子看电视的时间和内容该完全由父母负责监督。他说：“看电视的时间太长，自然就会减少阅读或做家庭作业的时间。关键在于家长要控制孩子看电视的时间。把电视从卧室里搬出来，要知道孩子观看的内容，限制看电视的时间。”
46.According to Borzekowski，children having chances to use a family computer are likely to acquire better re-suits on the different tests.Borzekowski发现能接触使用家用电脑的孩子各项测试成绩一般更好。
【解析】 D)。细节题。根据句中chancestouse afamily computer可将答案定位于D)段最后一句话。可是Borzekowski又说，可以使用家庭电脑的孩子比家中没有电脑的孩子更有可能在这些科目的测试中取得更高的分数.
47.The reports issued in the Archives of Pediatrics&Adolescents Medicine find that watching too much TV leads to poor perform ancein sch001.《儿科和青春期医学档案》杂志研究发现看电视时间太长会导致学习成绩差。
【解析】 A)。细节题。根据句中the Archives of Pediatrics& Adolescents Medicine可将答案定位于Al段后两句。目前，有三项新的研究发现，看电视时间太长会导致学习成绩下降，妨碍学习进步，甚至影响在大学的成绩。这三项研究报告刊载在7月份的《儿科和青春期医学档案》杂志上。
48.Watching more than three hours of TV before age 3 has bad effect on kids.
三岁前每天看电视三个小时以上会对孩子产生不好的影响。
【解析】I)。细节题。根据句中more than three hours of TV before age 3可将答案定位于I)段第三四句话。最糟糕的便是在3岁之前每天看3个小时以上的电视。与其他孩子相比，他们会有较大的劣势。
49.According to the second report，the chance for one to acquire a college degree depends on the amount of his TV watching during childhood.
第二则报告显示：一个人能否获取大学学位取决于他少年期看电视的时间。
【解析】F)。归纳题。根据句中the chance for one to acquire a college degree可将答案定位于F)段。F段整段的中心意思就是少年期看电视越多越不容易获得大学学位，反之亦然。
50.In Deborah L.Lingbarger’s opinion，educational content is helpful for teenagers to get better results on school readiness tests.Deborah L.Ling barger认为(电视上的)教育性内容可以帮助青少年在入学预备考试中取得更好的成绩。
【解析】 J)。细节题。根据句中educational content可将答案定位于J)段末句。内容很重要。教育性的内容与入学预备考试的成绩有关，有助于青少年取得更好的成绩，而非教育性的内容则往往导致学习成绩下降。
51. environment of family media greatly affects children’s test Scorcs according to the first report.
第一则报告发现，家庭媒体环境极大地影响孩子的测试成绩。
【解析】C)。细节题。根据句中environment of family media可将答案定位于C)段末句。我们发现家庭媒体环境与孩子不同的测验分数的表现有密切的关系。
52.Borzekowski believes that TV’s negative effect on children’s marks may mainly lie in what children watch on TV and how much time they spend on it.
Borzekowski认为电视给孩子的成绩带来负面影响，原因主要在于其收看内容和时长。
【解析】E)。细节题。根据句中TV’s negative effect可将答案定位于E)段，此段整段都在探讨电视负面效应的原因。其中一句尤为点题：Borzekowskibelieves that content and the lime the"IV is on may be the primary reasons for its negative effect.Borzekowski认为电视内容和观看的时间可能是导致电视机的负面影响的主要原因。What children watch on TV and how much time they spend on it是.content and the time的同类表述。
53•Lucas thinks parents should take the responsibility to supervise kids’TV watchin. Lucas认为父母有责任监督孩子看电视。
【解析】 L)。细节题。根据句中parents should take the responsibility可将答案定位于L)段首句。Lucas认为孩予看电视的时间和内容应该完全由父母负责监督。
54.According to the recommendation from American Academy of Peadialrics，children under 2 should watch TV.
美国小儿科协会建议不要让两岁以下孩子看电视。
【解析】 I)。细节题。根据句中Amcerican Academy of Peadiatrics和under2可将答案定位于I)段倒数第二句。Zimmerman表示家长应该听从美国小儿科学会的建议，不要让2岁以下的孩子看电视。
55.Hancox thinks earlier childhood TV watching affects one’s acquiring a college degree most.
Hancox认为儿童早期看电视最影响一个人能否获取大学学位。
【解析】 G)。细节题。根据句中earlier childhood和college degree可将答案定位于G)段第二句。一项有趣的发现是，虽然少年时期看电视很可能会导致没有毕业就离开学校，但是对能否取得学位影响最大的却是童年时期看电视。
Directions：In this section，you are going to read a passage with ten statements attached to it.Each smtement contains information given in one of the paragraphs.1ndentify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Creative Book Report Ideas A.Are you at a loss for creative book report ideas for your students?If yes.then this article will help you make reading and reviewing books more creative for your class.In an age of PSPs，Xbox，anime and gaming arcades，reading has lost its foothold in the list of hobbies that children tend to cite.
Most of the reading that kids do today,comes in the form of compulsory books that they need to read for school and maybe that is the reason they find reading to be an insurmountable and boring task.If you want to inculcate the love for languages and literary masterpieces in your students and want them to devour books everyone should read，then a good way of going about the same would be to get them to start working on creative book report ideas.While working on creative ideas for book reports，your students will have to understand the book in a way that allows them to come up with new ways to present to the class，the essence of the book.
B.As a teachel while egging your students to activate their creative gray cells.you will have to help them out with basic ideas that they can work on.Depending on the age bracket that your students belong to，the creative book report ideas will vary.This is so，not just because of the varying attention spans that children of various age groups posses but also because of the amount of work that kids can put into the report.While a middle school student wiIl be comfortable handling a handy cam，a student from elementary school will be more fascinated if he is working with paints and puppets.So do you want to know how to write a book report creatively?In this article.we will list out for you，a couple of good creative book report ideas for elementary students and for middle school students.
C.A book report sandwich is a good creative idea for book reports.As a teacher you can get drawings of a sandwich on sheets of Paper that are of the color of the ingredients of your sandwich，for example，a cream sheet of paper to resemble mayonnaise，red to represent tomato and likewise.Ob.
viously,each ingredient should be cut in a way that when assembled together,it looks like a sandwich.Now,give each of your students one of these book sandwiches to create their book report.
It can start with the name of the book and the author’s name on the top slice of the sandwich.The second ingredient can have the summary of the book on it.Each subsequent ingredient can have a description of the main characters，the setting of the book，the plot，and then his or her views about the book.Once they are done with their book reports，they can staple the book sandwich together and then，you can create a class bulletin board with all the book report sandwiches on display.
D.One of the good techniques to retell a story,it is also one of the favorite creative book report ideas among students.The job that the student will have is to read the book and then pick a few objects at his/her home which will allow him/her to retell the story in a way that makes it interesting for his/ her audience.Every time he/she picks out an object from the bag to report the book he/she has read，there has to be a valid connection between the book and the object，which the student can first ask the audience to guess and then go ahead and explain it.This idea is spin—off on the normal show and tells and allows for an interactive book report session.
E.This is one of the creative ideas for book reports in which.as the teacher, you will have to divideyour class into groups and give them one book each.The students can then read the book and get together and write a play and act it out for the class.To give a deeper insight into the book，one of the students can play the role of the author and as a group，the students can try and recreate the thought Drocess of the author.The student playing the role of the author can then interrupt the play at lmportant iunctllres and talk about the reasons for these twists in the play and how he/she came up with these plot lines.
F.As a voung adult，your student’s fascination may go beyond the immediate concerns of the book.
He/she may want to understand the circumstances in which the book was written，the times then，the events happening in the world and get the author’s perspective about the book.Encourage your students to mink on those lines.Divide the class into pairs and give each pair one book to read.Let them then do the roles of the author and a journalist.You can have an interview session in front of the class.enabling them to dissect the book and get a peek into the author’s world.
G.In a technology—obsessed world，it maybe a very tiny minority of your class that does not get excited with the Drospect of shooting a film.One of the best creative book report ideas for middle school， you will need to divide the class into groups and give them at least two months to adapt the book that thev have been assigned，into a film.The movie should have a well—adapted screenplay,and allother prerequisites，like a lighting engineer,sound engineer, costume designer,etc.At the end of the given time，the film can be screened in front of the class and then discussed.
H.If you are on the lookout for good individual creative book report ideas，then this one could be for you.Assign every student a book and then ask them to start maintaining a diary,from the author’sDoint of vie w.Ask them to come up with imaginary incidents from the author’s life and use historical events to explain why the author wrote the book in a certain manner.Alternately, you can also ask your students to give a surrogate ending to the story.
I)、These are just few of the options that you could use to inspire your students to come up with creative book report ideas.As kids we tend to be more imaginative and creative .Encourage your students to mink om of the box and appreciate them for their efforts.This will help you have a class that is not only lively and inquisitive by nature but also a class that will cultivate a love for words.
46.11eachers can create a class bulletin board to display all the book report sandwiches after their students finish their reports.
47.Adopting the method of knowing your author,teachers can encourage students to think beyond the immediate concerns of the book.
48.Asking me students to write from their own point of view is suitable for teachers who are on the lookout for good individual creative book report ideas.
49.Retelling a story is one of the favorite creative book report ideas among students and it tells and allows for an interactive book report session.
50.Nowadays，most of book children read are those they need to read for school.
51.Teachers tend to be more imaginative and creative as kids.
52.While working on creative ideas for book reports，students will have to understand the book.
53.The creative book report ideas vary according to ages because children in different age groups have different attention span.
54.If teachers ask their students to shoot a film about a book，they should give them no fewer than two months.
55.Teachers have to divide their class into groups and give them one book each is a good creative book report ideas.
Section B
创意读书报告
46.Teachers can create a class bulletin board to display all the book report sandwiches after their students finish their reports.
在学生完成他们的读书报告后，老师可以设立一个班级布告板，把所有的三明治读书报告展示出来。
【解析】C。细节题。由句中的sandwiches after可定位到C.段，文章指出一旦学生完成了读书报告，他们可以把三明治书本装订起来，你可以在班上设立一个布告板，上面展示所有的三明治读书报告。
47.Adopting the method of knowing your author,teachers can encourage students to think beyond the immediate concerns ofthe book.
采用了了解你的作者的方法，老师应该鼓励学生不只是思考目前书中的问题。
【解析】F。细节题。文章F)段开头指出“As a young adult，your student’S fascination may go beyond the immediate concerns ofthe book.”。也就是说学生的兴趣可能不只是在目前书本的内容上。他/她可能想理解成书的背景、时代以及当时世界上发生的事情，还想了解作者对这本书的看法。老师要鼓励学生按照这些思路去思考。
48.Asking the students to write from their own point of view is suitable for teachers who are on the lookout for good individual creative book report ideas.
让学生们用自己的观点写，适合那些关注好的个人创意读书报告想法的老师。
【解析】H。细节题。H)段第一句话指出“If you are on the lookout for good individual creative book reportideas，thenthis one couldbeforyou.”，onthelookout为固定搭配，指“寻找，注视，警惕”。
49.Retelling a story is one of the favorite creative book report ideas among students and it tells and allows for an interactive book report session.
复述故事是学生最喜欢的一种创意读书报告形式，它允许有一个互动的读书报告会。
【解析】D。细节题。文章D.段开头和结尾指出，口头复述故事是讲故事的一个很好的技巧，同时也是学生最喜欢的创意读书报告形式，它能够允许我们有一个互动的读书报告会。
50.Nowadays，most ofbook children read are those they need to read for school.
如今孩子们读的书大部分是那些他们为了学业不得不去读的。
【解析】A。细节题。根据句子中的most ofbooks children read可定位到A.段第四句话，文章指出“Most of the reading that kids do today,comes in the form of compulsory books that they need to read for school”，本题是文中这句话的同义转换。
51.Teachers tend to be more imaginative and creative as kids.
老师还是孩子的时候更有想象力和创造力。
【解析】I。细节题。根据本句中的as kids可定位到文章的I)段第二句话，文章指出“As kids we tend to be more imaginative and creative.”tend t0意为“趋向”。
52.While working on creative ideas for book reports，students will have to understand the book.
当制作创意读书报告的时候，学生们必须理解全书。
【解析】A。细节题。文章A.段指出，在制作创意读书报告的时候，学生们必须用一种方式去理解书本，这让他们能够以新的方式把书中的主旨展示给同学。
53.The creative book report ideas vary according to ages because children in different age groups have different attention span.
根据年龄段的不同，创意读书报告也不同，因为不同年龄段的孩子注意力集中的时间不同。
【解析】 B。细节题。根据本句中的vary以及age groups可定位到B.段第二、三句话，文章提到了不同年龄组的人注意力集中的时间不一样，可以完成的工作量不一样，注意这里是年龄组不是年龄点
54.If teachers ask their students to shoot a film about a book，they should give them no fewer than two months.
如果老师要求学生把书拍成电影，老师应该给他们至少两个月的时间。
【解析】G。细节题。根据本句中的film以及two months可定位到小标题G)段第二句话，at least和no fewer than都表示“至少”。
55.Teachers divide their class into groups and give them one book each and the students can then read the book and get together and write a play and act it out for the class，which is a good creative book report ideas.
老师必须把班级中的学生分成若干组，并给每组一本书，学生可以一起去读书，并写一个剧本，然后在课上表演出来，这是一种创意读书报告。
【解析】E。细节题。文章E)指出“This is one ofthe creative ideas for book reports in which.as the teacher,you will have to divide your class into groups and give them one book each.The students can then read the book and get together and write a play and act it out for the class.”。本句是文章的同义转换。