A. allow B. is allow

C. allowed D. is allowed

A. Lucky, badly B. Luckily, bad C. Luckily, badly D. Lucky, bad

---_____________ .

A.No, I am B.Yes, I’m not

C.No, I’m Millie D.Yes, I am

A. cut them down B. cut it down C. cut down them D. cut down it

A. how was a teenager caught

B. how a teenager was caught

C. why was a teenager caught

D. why a teenager was caught

A.Isn’t B.Do C.Don’t D.Aren’t

--I＇d like some noodles, please.

A. How do you do? B. What do you do?

C. How are you? D. What can I do for you?

The study looked at data from 160 000 adults from 31 countries, including the United States, Australia, Turkey and Chile. Participants (參與者) filled out surveys with the Programme for the International Assessment of Competencies, which measures proficiency (水平) in three areas: literacy (讀寫能力), numeracy and information communication technology. People, 25 to 65 years old, were asked to tell how many books were in their house when they were 16 years old. The research team was interested in this question because home library size can be a good sign of “bookoriented socialization.” Participants were able to choose from a given range of books that included everything from“10 or less” to “more than 500.”

The surveys, which were taken between 2011 and 2015, showed that the average (平均的) number of books in participants' childhood homes was 115, but that number varied widely from country to country. The average library size in Norway was 212 books, for example; in Turkey, it was 27. In all, however, it seemed that more books in the home was linked to higher proficiency in the areas tested by the survey.

The effects were most marked when it came to literacy. Growing up with few books in the home resulted in below average literacy levels. Being surrounded by 80 books raised the levels to average, and literacy continued to improve until libraries reached about 350 books,at which point the literacy rates leveled off. The researchers saw similar things when it came to numeracy; the effects were not as pronounced with information communication technology tests, but skills did improve with increased numbers of books.

So, what does the new study tell us? Take, for example, an adult who grew up with hardly any books in the home, but went on to get a university degree compared to an adult who grew up with a large home library, but only had nine years of schooling. The study found that both of their literacy levels were almost the same. “So, literacywise, bookish childhood makes up for a good deal of educational advantage,” the study authors write.

Further research is needed to decide exactly why exposure to ( 沉浸在) books in childhood encourages valuable skills later in life, but the study offers further evidence to suggest that reading has a powerful effect on the mind. And so home library size might be important because, as the researchers note, “children emulate (模仿) parents who read.”

【1】The second paragraph is mainly about 　　　　.

A.what the study found out

B.how the study was carried out

C.who were invited to the research

D.why the researchers did the study

【2】The phrase “leveled off” in Paragraph 4 probably means “ 　　　”.

A.backed to averageB.started falling

C.continued to growD.stopped rising

【3】The example in Paragraph 5 shows　　　 .

A.the disadvantage of having little school education

B.the effect of having a home library in childhood

C.the necessity of raising people's literacy level

D.the importance of getting a university degree

【4】What can we learn from the passage?

A.The study explained why bookish childhood encouraged valuable skills.

B.Adults benefit more from a home library than children.

C.Home library size has little to do with numeracy level.

D.Parents who love reading benefit children a lot.

—Oh, she must be Amy.

A. sing B. sings C. singing D. is singing

--Of course! He practices _____ English every day!

A. reads B. reading C. to read D. read