【文章內(nèi)容簡介】 very busy. There are very few quiet places in Tokyo, and it39。s a big busy city. I just want to e and sit somewhere quietly on my own. I?m going to drink a cup of tea and maybe do some drawings. I like the idea of a quiet, calm atmosphere.” The desire to be isolated is not a new concept in Japan, home to an estimated million “hikikomori” — a more extreme example of social recluses (隱士 ) who withdraw pletely from society. 28. What is special about the “silent cafes”? A. It provides various tea and books. B. People are not allowed to municate. C. It has attracted many popular young people. D. It offers service by writing not by speaking. 29. Which of the following accounts for the idea of being alone in Japan? A. The increasing social isolation. B. The stable economic situation. C. The rising demand for privacy. D. The rapid development of inter. 30. What do we know about Higashikokubaru? A. She doesn?t like to be a nurse. B. She doesn?t like the life in big cities. C. She enjoys her solo time in a quiet place. D. She travelled to Tokyo on her work days. 31. What is the best title of the passage? A. Silent cafes B. Lonely Japanese C. One woman wedding D. Social recluses in Japan D Like it or love it, social media is a major part of life. Clicking on a thumbsup or a heart icon (圖標(biāo) ) is an easy way to stay in touch. Whether you?re on Facebook, What?s App or Twitter, the way of keeping in touch is no longer face to face, but instead screen to screen, highlighted by the fact that more than 1 billion people are using Facebook every day. Social media has bee second nature — but what impact is this having on us? Lauren Sherman and her team, who study the brain at Temple University in Philadelphia, mixed 20 teens? photos with 10 other pictures from public Instagram accounts. Then they randomly gave half of the images many likes (between 23 and 45。 most had more than 30). They gave the other half no more than 22 likes (most had fewer than 15). The researchers wanted to find out how the participants? brains were responding to the different images. While the teens were in a machine, researchers asked them to either like an image or skip to the next one. Teens were much more likely to like images that seemed popular — those that had more than 23 likes, Sherman?s team found. The kids tended to skip pictures with few likes. As part of the experiment, participants were also shown a range of “neutral” photos showing things like food and friends, and “risky” photos concerning cigarettes and alcohol. When looking at photos showing risky behaviors, such as smoking or drinking — no matter how many likes they had — the brain region linked to cognitive (認(rèn)知的 ) control tended to bee less active. These kinds of pictures can lower the viewer?s selfcontrol. That means what you like online has the power to influence not just what others like, but even what they do. Viewing pictures like these could make teens let down their guard when it es to experimenting with drugs and alcohol, Sherman worries. 32. What does the text focus on? A. The influence of social media. B. The selfcontrol of teens. C. The behaviors of teens. D. The popularity of social media. 33. Which of the following might be included in the experiment? A. Seventeen images are given 20 likes. B. Fifteen images are given 25 likes. C. Fifteen images are given 42 likes. D. Eight images are given 40 likes. 34. What?s Sherman?s concern about online photos? A. More likes may be given. B. Misbehaviors may be encouraged. C. More risky pictures may be posted. D. Cognitive control may bee less active. 35. What is the author?s purpose in writing the text? A. To condemn immoral social behaviors. B. To promote modern social media. C. To introduce a new research. D. To explain the brain system. 第二節(jié)（共 5 小題；每小題 2 分，滿分 10 分） 根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。 Why we still need to read Dickens Walk into any bookstore, and you can hardly avoid “bumping into” Charles Dickens. Many of Dickens? works still sell well today. 36 As someone who teaches Dickens, the question of why we still read him is often on my mind. 37 One day nearly 10 years ago, however, when I was giving a lecture, I was telling the students that for Victorian readers, Dickens?s writing was a “tuneinnextweek” type of thing that generated crazes. 38 “But why should we still read this stuff?” the student asked. The answer I gave was only acceptable, “Because he teaches you how to think,” I said. The question annoyed me for years, for years, and for years I told myself answers, but never with plete satisfaction. We read Dickens because he is not just a man of his own times, but also a man for our times. We read Dickens because we can learn from experiences of his characters almost as easily as we can learn from our own experiences. 39 But these are not exactly the reason why I read