题文
ASK any group of teenagers in the UK what they most like to eat, and foods like pizzas, curries, pasta, burgers and chips are bound to get a mention – and many young people would probably also list hanging out at the local fast-food restaurant as one of their favorite pastimes.But what teenagers like to eat is not necessarily what they should be eating. According to the National Diet and Nutrition Survey, far too many young people in the UK between the ages of four and 18 consume too much fat, sugar and salt in their diet and take in too many calories. Meanwhile their intake of starchy carbohydrates (淀粉类碳水化合物), fibre, iron, vitamins and calcium is too low.
For a growing body, eating foods containing plenty of calcium, such as milk, yoghurt and cheese, is particularly important as calcium is essential for the development of healthy, strong bones. Similarly, foods that are rich in iron are good for young, rapidly developing bodies, so red meat, bread, green vegetables, dried fruit and fortified (强化的) breakfast cereals (谷类食物) are also recommended.
It is during our teenage years that lifestyle habits can become entrenched (根深蒂固的), so it is important that young people are educated about what foods are good for them. In 2005, in an attempt to change eating habits and open teenagers’ minds to new flavors and new tastes, celebrity chef Jamie Oliver launched a ‘Feed Me Better’ campaign. As part of a television series, ‘Jamie’s School Dinners’, he worked with teachers and cooks in a number of schools across the UK to provide more healthy, nutritious school meal options. Although the campaign was rather resisted at the beginning, it was generally regarded as a huge success and helped to influence governmental policy on nutritional standards for school meals.
No one expects to end the teenage love affair with fast and junk food but, hopefully, if projects like ‘Feed Me Better’ and the Government's own ‘Change4Life’ campaign continue to give out the right messages, more young people will understand the importance of balancing occasional treats with healthier food options.
小题1:What can we conclude from the first two paragraphs?A．British teenagers eat too much junk food.B．British teenagers need to take in more calcium.C．What British teenagers like to eat is probably what their bodies needD．British teenagers should reduce their intake of starchy carbohydrates.小题2:Young people need calcium and iron ______.A．to improve their brainpowerB．to build healthy strong bodiesC．to provide energy for their body D．to help change their eating habits小题3:According to the article, Jamie Oliver launched a campaign at schools to ______.A．show off his excellent cooking skillsB．teach students how to cook nutritious mealsC．make the public keep an eye on school foodD．improve the children’s diet at school小题4:Which is a point that the article supports?A．Teenagers should never eat any junk food at all.B．It’s easy for children to give up unhealthy eating.C．It’s okay for a healthy eater to have a little junk food. D．once developed, our eating habit will never change. 题型：未知难度：其他题型
答案
小题1:A
小题2:B
小题3:D
小题4:C
解析
文章介绍现在英国的年轻人吃的很多是垃圾食品，这是由于他们的饮食习惯造成的，文章例举垃圾食品给青少年的成长带来的危害，呼吁年轻人多吃营养的食物。
小题1:细节题：从第二段的句子：But what teenagers like to eat is not necessarily what they should be eating.可知英国的年轻人吃的太多的是垃圾食品，选A
小题2:细节题：从第三段的句子：calcium is essential for the development of healthy, strong bones. Similarly, foods that are rich in iron are good for young, rapidly developing bodies, 可知年轻人为了强壮的身体应该多吃钙和铁。选B
小题3:细节题：从第四段的句子：As part of a television series, ‘Jamie’s School Dinners’, he worked with teachers and cooks in a number of schools across the UK to provide more healthy, nutritious school meal options. 可知Jamie Oliver发起一项运动让学校的老师教学生做营养食品，选D
小题4:推理题：从文章最后一段的句子：No one expects to end the teenage love affair with fast and junk food but,可知作者认为年轻人偶而吃些垃圾食品没有大碍，选C
考点
据考高分专家说，试题“ASK any group of tee.....”主要考查你对 [健康环保类阅读 ]考点的理解。健康环保类阅读
健康环保累阅读概念：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。体裁有记叙文、 说明文、议论文和各种应用文。
健康环保类文章阅读技巧：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。阅读此类短文要以现象或事物为中心进行思考，理解现象产生的原因、条件和客观规律等。同时要抓住事物的特征、用途和相互关系等。科普环保类文章一般为说明文，从结构上看大致可分为三个部分：
第一部分一般是文章的首段，主要用来提出文章的主题，即文章想要阐述、说明的主要内容；
第二部分是文章的主体，可由若干个段落组成，对文章的主题进行展开说明；
第三部分是结尾段，对文章的主题进行归纳总结。这类文章多用一般现在时，而且一般多使用客观性词语表述。有时为了强调客观性，也常使用被动语态。
从近几年的考试题来看，科普环保类的文章越来越与人们的实际生活相接近。由于此类文章缺乏故事情节，很多同学对此类文章感到费解。但一般的科普类文章都是就事论事，需要逻辑推理和想象的时候较少，因此此类阅读题也没有同学们想象中的那么难，只要多加训练，就能较好地答题。
【阅读策略】
1、概要(Summarizing)：
阅完材料后，将所阅材料浓缩，摘要，做出所阅材料的书面或口头梗概。
2、组织(Organization)：
阅读后根据阅读内容，识别观点、人物、事件之间的关系以及文章的结构关系。如：时间关系、比较或对比关系、相关关系及因果关系等。
