江蘇省啟東中學(xué)2010-2011學(xué)年高二上學(xué)期期中考試英語試題.doc
 

For years experts have argued that poor households are consuming less nourishing food than the rest of the population.

 But a survey of some of the lowest earners in Britain shows the nutritional value of what they eat is little different to everyone else.

 In fact, the same deficiencies in diet were shared by all the population and the findings suggest that poor eating choices are far more widespread than previously suspected - affecting many wealthier families.

 These included low fruit and vegetable consumption, not eating enough oily fish and eating too much saturated fat and sugar.

 “This is a large and significant study and it shows we are all eating just as bad a diet as each other,” said Tim Lang, professor of food policy at City University.

 The poorest families were eating only slightly more sugar and slightly less fruit and vegetables, according to the study of 3,728 respondents in the bottom of the population.

 Alison Tedstone, head of nutritional science at the Food Standard Agency, said: “ Overall, people on low incomes have less than ideal diets, but their diets are only slightly worse than those of the rest of the population.”

 The study also showed that low earners are choosing to eat unhealthily. Their food choices were not linked to their income, their access to shops or their cooking skills.

 The findings appear to contradict assumptions that the poor cannot afford healthier foods or are too far away from shops that sell them.

 The Low Income Nutrition and Diet Survey showed that like the rest of the population, the poor's daily fruit and vegetable intake on average is below the recommended five portions. Fewer than 10 per cent of respondents hit this target, while around 20 per cent ate less than a portion per day.

 More than three quarters (76 per cent) of men and 81 per cent of women did less than one 30-minute session of moderate or vigorous exercise per week

 Some 45 per cent of men and 40 per cent of women were smokers.

 This compares with 28 per cent of men and 24 per cent of women in the general population.

56. According to the passage, which of the following is true?

   A. Whether the poor or the rich maybe have a bad diet.

   B. Even the poor can enjoy enough fruit and fish consumption.

   C. Only the poor have a bad diet.

   D. The study was conveyed in both the rich and the poor.

57. What kind of persons maybe eat most sugar?

   A. The rich.             B. Men.                        C. The poorest.             D. Women

58. From the passage, we can learn __________.

   A. the poor choose unhealthy food because of low income

   B. having no access to shops also leads to the poor’s bad diet

   C. the poor’s daily fruit intake is as much as general people

   D. the number of smokers in the poor is bigger than that in general people

59. What’s the best title of the passage?[

   A. The poor’s healthy problem.                    B. Keep off junk food.

C. How to have a good diet.                       D. A diet survey.

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江蘇省啟東中學(xué)2010-2011學(xué)年高二上學(xué)期期中考試英語試題.doc
 

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American public education has changed in recent years. One change is that increasing numbers of American parents and teachers are starting independent public schools called charter schools.

In 1991, there were no charter schools in the Unite States. Today, more than 2300 charter schools operate in 34 states and the District of Columbia. 575000 students attend these schools. The students are from 5 years of age through 18 or older.

A charter school is created by groups of parents, teachers and community members. It is similar in some ways to a traditional public school. It receives tax money to operate a number of students. The charter school must prove to local or state governments that its students are learning. These governments provide the school with the agreement, or charter that permits it to operate.

Unlike a traditional public school, however, the charter school does not have to obey most laws governing public schools. Local, state or federal governments cannot tell it what to teach.

Each school can choose its own goals and decide the ways it wants to reach those goals. Class sizes are usually smaller than in many traditional public schools. Many students and parents say teachers in charter schools can be more creative.

However, state education agencies, local education-governing committees and unions often oppose charter schools. They say these schools may receive money badly needed by traditional public schools. Experts say some charter schools are doing well while others are struggling.

Congress provided 200 million dollars for establishing charter schools in the 2006 federal budget. But, often the schools say they lack enough money for programs. Many also lack needed space. District officials say they have provided 14 former school buildings for charter education. Yet charter school supporters say officials should try harder to find more space.

Charter Schools in America

86. ___________

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87. _______ between charter school and traditional school

★ 88. _______ tax money to operate a number of students.

★ Having to make 89. _______ know the students are learning.

★ Getting 90. _________ to operate from government.

91. _______ between charter school and traditional school

★ Not having to obey most laws.

★ Having the 92. _______ to decide what to teach. 

★ Being free to choose the goals and decide the 93.__________

   of teaching them.

Having smaller class sizes.

Having teachers who are more creative

The problems

   Education departments’ opposition

★These schools receiving money badly needed by traditional public schools.

★ Not 94. ___________ doing well.

95. ___________

difficulties

★ Lacking enough money

★ Lacking needed space

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科目:高中英語 來源: 題型:閱讀理解

江蘇省啟東中學(xué)2010-2011學(xué)年高二上學(xué)期期中考試英語試題.doc
 

It was Christmas 1961. I was teaching in a small town where my twenty-seven third graders eagerly   36   the great day of gift-giving in advance.

       Each day the children produced some new   37   — strings of popcorn, handmade trinkets, and German bell. Through it all she remained alone,   38    from a distance, seemingly miles away. I wondered what   39   happen to this quiet child, once so happy, now suddenly so withdrawn. I hoped the festivities would   40   her. But nothing did. The students made the fried marbles(油炸玻璃彈子)and competed with one anther to bring the   41   ones.

       The day of gift-giving finally came. We cheered over our handiwork as the presents were   42  . All along, she sat quietly watching. To see her smile, I had made a special bag for her. She opened it so slowly and carefully. I waited but she   43  . I had not passed through the wall of isolation she had   44   around herself.

       After school I sat down in a chair, hardly   45   of what was happening, when she came to me with outstretched hands, bearing a small white box, and slightly soiled,   46   it had been held many times by   47  , childish hands. She said nothing. “For me?” I asked. She said not a word, but   48   her head. I took the box and cautiously opened it. There inside, glistening green, a fried marble   49   from a golden chain. Then I looked into that eight-year-old   50   and saw the question in her dark brown eyes. In a flash I knew — she had   51   it for her mother, who had died just three weeks before and would never hold her or brush her hair or   52   her childish joys or sorrows.

       I meant it when I whispered, “Oh, Maria, it is so beautiful. Your mother would   53   it.” Neither of us could stop the   54  . She threw herself into my arms and we wept together. And for that brief moment I became her mother, for she had given me the greatest   55   of all: her trust and love.

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37. A. fancies                B. impressions              C. wonders            D. possessions

38. A. looking               B. playing             C. searching           D. watching

39. A. would                 B. should               C. must                 D. needed

40. A. attend to             B. appeal to           C. listen to             D. object to

41. A. prettiest                     B. wisest               C. heaviest             D. naughtiest

42. A. transformed        B. informed           C. exchanged         D. deserted

43. A. gave away           B. threw away        C. carried away      D. turned away

44. A. built                   B. adjusted            C. offered              D. filled

45. A. afraid                 B. aware                C. content              D. fond

46. A. when                  B. while                C. as though          D. even if

47. A. untouched           B. unknown           C. unwashed          D. unpacked

48. A. nodded               B. raised                C. dropped            D. turned

49. A. protected            B. hung                 C. held                  D. escaped

50. A. face                    B. cheek                C. hair                  D. forehead

51. A. bought                B. exchanged         C. made                D. stole

52. A. appreciate           B. enjoy                C. communicate     D. share

53. A. love                   B. benefit                     C. dislike               D. need

54. A. laugh                  B. excitement         C. tears                 D. description

55. A. joy                            B. identity             C. contribution       D. gift

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