题文
If your preschoolers turn up their noses at carrots or celery, a small reward like a sticker for taking even a taste may help get them to eat previously disliked foods, a UK study said.Though it might seem obvious that a reward could encourage young children to eat their vegetables, the idea is actually controversial, researchers wrote in the American Journal of Clinical Nutrition. That’s because some studies have shown that rewards can backfire and cause children to lose interest in foods they already liked, said Jane Wardle, a researcher at University College London who worked on the study. Verbal praise, such as “Brilliant! You’re a great vegetable taster,” did not work as well.
The study found t hat when parents gave their small children a sticker each time they took a “tiny taste” of a disliked vegetable, it gradually changed their attitudes. The children were also willing to eat more of the vegetables-either carrots, celery, cucumber, red pepper, cabbage or sugar snap peas-in laboratory taste tests, the study said.
Researchers randomly assigned（分派）173 families to one of these groups. In one, parents used stickers to reward their children each time they took a tiny sample of a disliked vegetable. A second group of parents used verbal praise. The third group, where parents used no special vegetable-promoting methods, served as a “control”.
Parents in the reward groups offered their children a taste of the “target” vegetable every day of 12 days, Soon after, children in the sticker group were giving higher ratings to the vegetables-and were willing to eat more in the research lab, going from an average of 5 grams at the start to about 10 grams after the 12-day experience. The turnaround also seemed to last, with preschoolers in the sticker group still willing to eat more of the once disliked vegetable three months later.
Why didn’t the verbal praise work? Wardle said the parents’ words may have seemed “insincere” to their children.
小题1:The purpose of writing the passage is .A．to introduce a practical method of making children eat vegetablesB．to show the procedure of an experiment on children’s dietC．to explain why children hate to eat vegetablesD．to present a proper way of vernal praise to parents小题2:The underlined word “backfire” in Paragraph 2 probably means “ ”.A．shoot from behind the backB．make a lire in the hackyardC．produce an unexpected resultD．achieve what was planned小题3:According to the passage, which of the following statements is true?A．Most children are born to dislike carrots or celery.B．It remains a question whether rewarding is a good way to get children to eat vegetables.C．Oral praise wokrs quite well in encouraging children to eat vegetables.D．Children in the sticker group will never lose interest in eating vegetables.小题4:How did the researchers get their conclusion from the experiment?A．By comparison.B．By asking questions.C．By giving examples,D．By discussion.小题5:What can we learn from the last paragraph?A．Children like rewards, not verbal praise.B．Parents should praise their children in a sincere tone.C．Children are difficult to inspire.D．Parents should give up verbal praise. 题型：未知难度：其他题型
答案
小题1:A
小题2:C
小题3:B
小题4:A
小题5:B
解析
小题1:写作目的题。结合文章第一段内容可知：一项英国研究称，如果学龄前小孩不愿吃蔬菜，只要他们尝尝味道，就给他们一些小奖励，或许可以帮助小孩吃下原本不想吃的食物。
小题2:词义理解题。结合第二段内容可知：奖励会鼓励小孩吃蔬菜；但也会带来另一个“结果”:对原来喜欢的食物失去了兴趣。这是家长始料未及的。由此猜出划线单词的含义：an unexpected result。
小题3:细节理解题。结合the idea is actually controversial（有争议的）可知答案。
小题4:细节理解题。结合倒数第三段可知答案。一组：reward their children；一组：used verbal praise。比较这两组的结果得出的结论。
小题5:推理判断题。结合Wardle said the parents’ words may have seemed “insincere” to their children可知答案。
考点
据考高分专家说，试题“If your preschoolers.....”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。
