The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初學走路的嬰兒）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"
Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．
Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．
Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?
The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．
Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．
Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"
Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.
As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."
Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.
Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in the subway, said she understands the impulse (沖動). "This is a magical phone," she said. "I must admit I'm addicted to this phone."

1. 1.

   The first paragraph in the passage intends to ______

   1. A.
      get us to know a cute sleepy-eyed child in a family
   2. B.
      show us how harmful the iPhone is
   3. C.
      lead us to the topic of the toddlers' iPhone-addict
   4. D.
      explain how iPhone appeals to toddlers
2. 2.

   According to the author, iPhones are popular with both adults and young kids because they are______

   1. A.
      easy to use
   2. B.
      beautiful in appearance
   3. C.
      cheap in price
   4. D.
      powerful in battery volume
3. 3.

   The underlined word "them" in the seventh paragraph refers to ______

   1. A.
      televisions
   2. B.
      cellphones
   3. C.
      iPhones
   4. D.
      screens
4. 4.

   The tone of the author towards parents sharing iPhones with their children is ______

   1. A.
      negative
   2. B.
      subjective
   3. C.
      objective
   4. D.
      supportive
5. 5.

   The passage mainly tells us ______

   1. A.
      children's iPhone addict is becoming a concern
   2. B.
      iPhone is winning the hearts of the toddlers
   3. C.
      Apple is developing more user-friendly products
   4. D.
      ways to avoid children's being addicted to iPhone games

The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初學走路的嬰兒）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"

       Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．

Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．

Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?

The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．

Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．

Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"

Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.

As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."

Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.

Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in tha subway, said she understands the impulse (沖動). "This is a magical phone," she said. "I must admit I'm addicted to this phone."

41．The first paragraph in the passage intends to ______.

       A．get us to know a cute sleepy-eyed child in a family

       B．show us how harmful the iPhone is

       C．lead us to the topic of the toddlers' iPhone-addict

       D．explain how iPhone appeals to toddlers

42．According to the author, iPhones are popular with both adults and young kids because they are______.

       A．easy to use                               B．beautiful in appearance

       C．cheap in price                             D． powerful in battery volume

43．The underlined word "them" in the seventh paragraph refers to ______.

       A．televisions           B．cellphones            C．iPhones              D．screens

44．The tone of the author towards parents sharing iPhones with their children is ______.

       A．negative            B．subjective            C．objective              D．supportive

45．The passage mainly tells us ______.

       A．children's iPhone addict is becoming a concern

       B．iPhone is winning the hearts of the toddlers

       C．Apple is developing more user-friendly products

       D．ways to avoid children's being addicted to iPhone games

The bedroom door opened and a light went on, signaling an end to nap time．The toddle（初學走路的嬰兒）, sleepy-eyed, clambered to a swinging stand in his crib．He smiled, reached out to his father, and uttered what is fast becoming the cry of his generation: "iPhone!"

       Just as adults have a hard time putting down their iPhones, so the device is now the Toy of Choice for many 1-, 2- and 3-year-olds．The phenomenon is attracting the attention and concern of some childhood development specialists．

Natasha Sykes, a mother of two in Atlanta, remembers the first time her daughter, Kelsey, now 3 but then barely 2 years old, held her husband's iPhone．"She pressed the button and it lit up．I just remember her eyes．It was like 'Whoa!' "The parents were charmed by their daughter's fascination．But then, said Ms．Sykes （herself a Black Berry user）, "She got serious about the phone．" Kelsey would ask for it．Then she'd cry for it．"It was like she'd always want the phone," Ms．Sykes said．

Apple, the iPhone's designer and manufacturer, has built its success on machines so user-friendly that even technologically blinded adults can figure out how to work them, so it makes sense that sophisticated children would follow．Tap a picture on the screen and something happens．What could be more fun?

The sleepy-eyed toddler who called for the iPhone is one of hundreds of iPhone-loving toddlers whose parents are often proud of their offspring's ability to slide fat fingers across the gadget's screen and pull up photographs of their choice．

Many iPhone apps on the market are aimed directly at preschoolers, many of them labeled "educational," such as Toddler Teasers: Shapes, which asks the child to tap a circle or square or triangle; and Pocket Zoo, which streams live video of animals at zoos around the world．

Along with fears about dropping and damage, however, many parents sharing iPhones with their young ones feel guilty．They wonder whether it is indeed an educational tool, or a passive amusement like television．The American Academy of Pediatrics is continually reassessing its guidelines to address new forms of "screen time．" Dr．Gwenn Schurgin O'Keeffe, a member of the academy's council, said, "We always try to throw in the latest technology, but the cellphone industry is becoming so complex that we always come back to the table and wonder- Should we have a specific guideline for them?"

Tovah P. Klein, the director of a research center for Toddler Development worries that fixation on the iPhone screen every time a child is out with parents will limit the child's ability to experience the wider world.

As with TV in earlier generations, the world is increasingly divided into those parents who do allow iPhone use and those who don't. A recent post on UrbanBaby.com, asked if anyone had found that their child was more interested in playing with their iPhone than with real toys. The Don't mothers said on the Website: "We don't let our toddler touch our iPhones ... it takes away from creative play." "Please ... just say no. It is not too hard to distract a toddler with, say ... a book."

Kathy Hirsh-Pasek, a psychology professor who specializes in early language development, sides with the Don'ts. Research shows that children learn best through activities that help them adapt to the particular situation at hand and interacting with a screen doesn't qualify, she said.

Still, Dr. Hirsh-Pasek, struck on a recent visit to New York City by how many parents were handing over their iPhones to their little children in tha subway, said she understands the impulse (沖動). "This is a magical phone," she said. "I must admit I'm addicted to this phone."

76．The first paragraph in the passage intends to ______.

       A．get us to know a cute sleepy-eyed child in a family

       B．show us how harmful the iPhone is

       C．lead us to the topic of the toddlers' iPhone-addict

       D．explain how iPhone appeals to toddlers

77．According to the author, iPhones are popular with both adults and young kids because they are______.

       A．easy to use                               B．beautiful in appearance

       C．cheap in price                             D． powerful in battery volume

78．The underlined word "them" in the seventh paragraph refers to ______.

       A．televisions           B．cellphones            C．iPhones              D．screens

79．The tone of the author towards parents sharing iPhones with their children is ______.

       A．negative            B．subjective            C．objective              D．supportive

80．The passage mainly tells us ______.

       A．children's iPhone addict is becoming a concern

       B．iPhone is winning the hearts of the toddlers

       C．Apple is developing more user-friendly products

       D．ways to avoid children's being addicted to iPhone games

D

I read about it in the paper, in the subway, on my way to work. I read it, and I couldn't believe it, and I read it again. Then perhaps I just stared at it, at the newsprint spelling out his name, spelling out the story. I stared at it in the swinging lights of the subway car, and in the faces and bodies of the people, and in my own face, trapped in the darkness which roared(隆隆響) outside.

It was not to be believed and I kept telling myself that, as I walked from the subway station to the high school. And at the same time I couldn't doubt it. I was scared, scared for Sonny. He became real to me again. A great block of ice got settled in my belly and kept melting there slowly all day long, while I taught my classes algebra. It was a special kind of ice. It kept melting, sending trickles(涓涓細流)of ice water all up and down my veins(血管), but it never got less. Sometimes it hardened and seemed to expand until I felt my heart was going to come spilling(溢出) out or that I was going to choke or scream. This would always be at a moment when I was remembering some specific thing Sonny had once said or done.

When he was about as old as the boys in my classes his face had been bright and open; and he'd had wonderfully direct brown eyes, and great gentleness. I wondered what he looked like now. He had been picked up, the evening before, in a sudden search on an apartment down-town, for selling and using heroin.

I couldn't believe it: but what I mean by that is that I couldn't find any room for it anywhere inside me. I had kept it outside me for a long time. I hadn't wanted to know. I had had suspicions(懷疑), but I didn't name them, I kept putting them away. I told myself that Sonny was wild, but he wasn't crazy. And he'd always been a good boy, he hadn't ever turned hard or evil or disrespectful, the way kids can, so quick, so quick, especially in Harlem. I didn't want to believe that I'd ever see my brother going down, coming to nothing, all that light in his face gone out, in the condition I'd already seen so many others.

67. The underlined word “it” in Paragraph 1 refers to ____.

    A. the swinging light of the subway car     B. the news of Sonny’s being arrested

   C. everything trapped in the darkness        D. newspaper

68. We can learn from the passage that ____.

   A. the news on the paper was unbelievable.

   B. I was too scared to believe the news

   C. I was ill because a great block of ice was in my belly

   D. Sonny and I hadn’t seen each other for a long time

69. What can be inferred from the last paragraph?

   A. Sonny and I were brothers.

   B. Sonny had always been a good boy before being arrested.

   C. I didn’t care about Sonny.

   D. Many young men turned bad in Harlem.

70. Which of the following can best describe the author’s feelings towards Sonny?

   A. Concern, affection, expectation.             B. Concern, hatred, expectation.

   C. Affection, regret, sympathy.                   D. Regret, understanding, sympathy.

D
I read about it in the paper, in the subway, on my way to work. I read it, and I couldn't believe it, and I read it again. Then perhaps I just stared at it, at the newsprint spelling out his name, spelling out the story. I stared at it in the swinging lights of the subway car, and in the faces and bodies of the people, and in my own face, trapped in the darkness which roared(隆隆響) outside.
It was not to be believed and I kept telling myself that, as I walked from the subway station to the high school. And at the same time I couldn't doubt it. I was scared, scared for Sonny. He became real to me again. A great block of ice got settled in my belly and kept melting there slowly all day long, while I taught my classes algebra. It was a special kind of ice. It kept melting, sending trickles(涓涓細流)of ice water all up and down my veins(血管), but it never got less. Sometimes it hardened and seemed to expand until I felt my heart was going to come spilling(溢出) out or that I was going to choke or scream. This would always be at a moment when I was remembering some specific thing Sonny had once said or done.
When he was about as old as the boys in my classes his face had been bright and open; and he'd had wonderfully direct brown eyes, and great gentleness. I wondered what he looked like now. He had been picked up, the evening before, in a sudden search on an apartment down-town, for selling and using heroin.
I couldn't believe it: but what I mean by that is that I couldn't find any room for it anywhere inside me. I had kept it outside me for a long time. I hadn't wanted to know. I had had suspicions(懷疑), but I didn't name them, I kept putting them away. I told myself that Sonny was wild, but he wasn't crazy. And he'd always been a good boy, he hadn't ever turned hard or evil or disrespectful, the way kids can, so quick, so quick, especially in Harlem. I didn't want to believe that I'd ever see my brother going down, coming to nothing, all that light in his face gone out, in the condition I'd already seen so many others.
67. The underlined word “it” in Paragraph 1 refers to ____.
A. the swinging light of the subway car    B. the news of Sonny’s being arrested
C. everything trapped in the darkness       D. newspaper
68. We can learn from the passage that ____.
A. the news on the paper was unbelievable.
B. I was too scared to believe the news
C. I was ill because a great block of ice was in my belly
D. Sonny and I hadn’t seen each other for a long time
69. What can be inferred from the last paragraph?
A. Sonny and I were brothers.
B. Sonny had always been a good boy before being arrested.
C. I didn’t care about Sonny.
D. Many young men turned bad in Harlem.
70. Which of the following can best describe the author’s feelings towards Sonny?
   A. Concern, affection, expectation.            B. Concern, hatred, expectation.
C. Affection, regret, sympathy.                  D. Regret, understanding, sympathy.