Too much eating. Too many unhealthy foods. Too many ads for food. Too few activities. Different reasons are given for America's weight problem---a problem increasingly shared by other countries. Almost one-fifth of American children and teenagers are overweight. Schools have been asked to increase physical education, an important tool for public health. However, a recent study has shown an increase in the number of injuries in P.E. classes. Researchers say one possible reason for this is a decrease in the number of school nurses. Schools without a nurse on duty may be more likely to send an injured child to a hospital. Another possible reason for more injuries is a change in the traditional idea of physical education. This "New P.E." expands the kinds of sports that are taught. But activities that some schools offer now, like rock climbing and skateboarding, can also increase the risks, says Cheryl Richardson, who is with the National Association for Sport and Physical Education(NASPE). She also says not all states require P.E. teachers to be specially trained. Untrained teachers could be less likely to recognize unsafe conditions. Cheryl Richardson points to one of the study's findings -that injuries are often the result of contact with a person or a structure. This tells her that the teachers were not giving each student enough space to move around safely. Six activities produced seventy percent of all injuries: running, basketball, football, volleyball, rugby and gymnastics. The researchers say larger class sizes are another possible reason for the increase in injuries. Larger classes can mean less supervision . The National Association for Sport and Physical Education says twenty to thirty students in a P.E. class should be the limit. What does the passage mainly discuss? A) What leads to the weight problem in America. B) Whether students should have more P.E. classes. C) Why there have been more injuries in P.E. classes. D) What kinds of activities are safe for school students.
C
------
By knowing what kind of learner you are,you can organize your study to best suit your particular way of learning. Visual learning style These learners like to draw,build,design and make things.They like looking at pictures and enjoy jigsaw puzzles and mazes.They tend to think in pictures rather than words. Verbal learning style These learners are very good at listening and are often very good speakers and story tellers.They think in words rather than pictures.They like to read and write,and usually have good memories for such things as names,dates and places. Logical learning style These learners are very logical. They easily recognize numerical and word patterns and look for logical connections between ideas.They like to figure things out for themselves and love solving problems.They enjoy working with abstract  ideas. Bodily learning style These learners like to move around a lot and to touch objects and people.They often wave their hands around when they are talking.They are good at physical activities,such as sport and dancing,and they enjoy making things with their hands. Naturalistic learning style These learners love to be outside.They are interested in nature and are usually fond of animals.They are often involved with nature conservation groups.They are excellent at planning picnics and other outdoor activities.They like to understand how things in nature work. Music learning style These learners appreciate music.They are usually good at singing or playing musical instruments and can often compose  music.They are often very sensitive to noises around them and are sometimes easily distracted  by background noises. Interpersonal learning style These learners like to be surrounded by people.They usually have lots of friends and like to join groups and clubs.They ale often the leaders of any group they join and they are very good peace makers. Intrapersonal learning style These people are quite happy in their own company.They spend a lot of time thinking about things such as their dreams and hopes and... If a person usually puts things into categories and sorts when   thinking,he is most probably  _  . A) a bodily learner B) a visual learner C) a logical learner D) a verbal learner
C
------
One evening after dinner, Mr. and Mrs. Tisich called a family meeting. "We've had to make a difficult decision," Mr. Tisich announced. "You see, your mother has been offered a post as co-director of a television station in Chicago. Unfortunately, the station is not here. After thinking long and hard about it, we've concluded that the right decision is to move to Chicago." Marc looked shocked, while his sister Rachel breathlessly started asking when they'd be moving. "It's surprising, but exciting!" she said. Marc simply said, "We can't go--I can't leave all my friends. I'd rather stay here and live with Tommy Lyons!" The Tisichs hoped that by the time they moved in August, Marc would grow more used to the idea of leaving. However, he showed no signs of accepting the news, refusing to pack his belongings. When the morning of the move arrived, Marc was nowhere to be found. His parents called Tommy Lyon's house, but Mrs. Lyons said she hadn't seen Marc. Mrs. Tisich became increasingly concerned, while her husband felt angry with their son for behaving so irresponsibly. What they didn't know was that Marc had started walking over to Tommy's house, with a faint idea of hiding in Lyons's attic  for a few days. But something happened on the way as Marc walked past all the familiar landscape of the neighborhood: the fence that he and his mother painted, the tree that he and his sister used to climb, the park where he and his father often took evening walks together. How much would these mean without his family, who make them special in the first place? Marc didn't take the time to answer that question but instead hurried back to his house, wondering if there were any moving cartons the right size to hold his record collection. The conflict  in this story was caused by  _  . A) Marc and Rachel's different attitudes B) a quarrel between Tommy Lyons and Marc C) Marc's disagreement with his parents about their move D) Mr. And Mrs. Tisich's comment of Marc's irresponsibility
C
------
How is it that siblings   can turn out so differently? One answer is that in fact each sibling grows up in a different family. The firstborn is, for a while, an only child, and therefore has a completely different experience of the parents than those born later. The next child is, for a while, the youngest, until the situation is changed by a new arrival. The mother and father themselves are changing and growing up too. One sibling might live in a stable and close family in the first few years; another might be raised in a family crisis, with a disappointed mother or an angry father. Sibling competition was identified as an important shaping force as early as in 1918. But more recently, researchers have found many ways in which brothers and sisters are a lasting force in each others' lives. Dr. Annette Henderson says firstborn children pick up vocabulary more quickly than their siblings. The reason for this might be that the later children aren't getting the same one-on-one time with parents. But that doesn't mean that the younger children have problems with language development. Later-borns don't enjoy that much talking time with parents, but instead they harvest lessons from bigger brothers and sisters, learning entire phrases and getting an understanding of social concepts such as the difference between "I" and "me". A Cambridge University study of 140 children found that siblings created a rich world of play that helped them grow socially. Love-hate relationships were common among the children. Even those siblings who fought the most had just as much positive communication as the other sibling pairs. One way children seek more attention from parents is by making themselves different from their siblings, particularly if they are close in age. Researchers have found that the first two children in a family are typically more different from each other than the second and third. Girls with brothers show their differences to a maximum degree by being more feminine than girls with sisters. A 2003 research paper... In terms of language development, later-borns   _  . A) get their parents' individual guidance B) learn a lot from their elder siblings C) experience a lot of difficulties D) pick up words more quickly
