Today's teens have a knowledge of the Internet that often surpasses that of their parents. Because so many teens are Internet survey, it is important that they also have an understanding of the dangers that exist online and how to deal with them. Watch teens share their own“Real­Life Stories” about issues affecting them on the Internet such as cyberbullying(网络欺凌), online enticement, and giving out too much personal information.

NSTeens—Terrible Text

Some teens say and do terrible things to each other online because they don't see the direct effects of their actions. So what should you do if you're cyberbullied? Watch the NSTeens in their latest video, “Terrible Text”， about a young girl who is troubled when a cyberbully sends mean text messages to her cellphone at all hours of the day and night. Visit NSTeens. org.

NetSmartz411

NetSmartz411 is a parent and guardian's premier online resource for learning about the Internet safety，computers, and the Web. Search our knowledge base for answers to all of your questions about the online world! If you can't find what you're looking for, use the“Ask the Experts”tab to send us a question. Your question will be answered by professionals who know a lot about the Internet safety—the real­life analysts at the National Center for Missing & Exploited Children. We handle daily reports about the online exploitation of children；and we'll show you the steps you can take to keep the children and teens in your life safer online. Visit NetSmartz411. org.

CyberTipline Report

The CyberTipline is the place to report any incident of the Internet exploitation. If you find yourself in a situation where you need help，visit www.cybertipline.com and make a report. If you fear that you are in immediate danger，contact your local law enforcement (执法部门)．

Real­Life Stories

Watch real life stories told by teens who have been victims of the Internet exploitation. Real­Life Stories

NetSmartzKids

Are you concerned about your younger siblings'(兄弟姐妹的) safety online? Visit www.NetSmartzKids.org with them to help them learn how to avoid the dangers that exist on the Internet.

56.The ad. is intended for________.

A. kids loving to play games online

B. only victims of the Internet use

C. kids and their parents who want to learn about the       safety online

D. pre­school students who know little about the Internet

57．If you visit the website，you can________.

A. share your friends'“ Real­Life Stories” about issues affecting them on the Internet

B. have an understanding of the dangers that exist online and how to deal with them

C. say and do terrible things to each other online

D. ask for help when you have difficulty with your study

58．If you visit www.cybertipline.com，you can ________.

A. contact your local law enforcement

B. search our knowledge base for answers to all of your questions about the online world

C. report any incident of the Internet use

D. help your siblings learn how to avoid the dangers that exist on the Internet

59．Which of the following stories you can share on the Real Life Stories?

A. A teen was murdered by the man she met in a chat room.

B. Problems of losing weight.

C. Left home alone.

D. Hurt by second­hand smoke in the Internet cafe.

The weak and poor　　　  paid more attention to in a harmonious society.

A.is　　　　　B.　 are　　　　　C.be　　　　　D.has

 

　　Are some people born clever, and others born stupid? Or is intelligence developed by our environment and our experiences? Strangely enough, the answer to both these questions is yes. To some extent our intelligence is given us at birth, and no amount of special education can make a genius out of a child born with low intelligence. On the other hand, a child who lives in a boring environment will develop his intelligence less than one who lives in rich and varied surroundings. Thus the limits of a person's intelligence are fixed at birth, but whether or not he reaches those limits will depend on his environment. This view, now held by most experts, can be supported in a number of ways.

　　It is easy to show that intelligence is to some extent something we are born with. The closer the blood relationship between two people, the closer they are likely to be in intelligence. Thus if we take two unrelated people at random(随机地) from the population,it is likely that their degrees of intelligence will be completely different. If on the other hand we take two identical (完全相同的) twins they will very likely be as intelligent as each other. Relations like brothers and sisters, parents and children, usually have similar intelligence, and this clearly suggests that intelligence depends on birth.

　　Imagine now that we take two identical twins and put them in different environments. We might send one, for example, to a university and the other to a factory where the work is boring. We would soon find differences in intelligence developing, and this indicates that environment as well as birth playsa part. This conclusion is also suggested by the fact that people who live in close contact with each other, but who are not related at all, are likely to have similar degrees of intelligence.

 

1.Which of these sentences best describes the writer’s point in Para. 1?

　　A. To some extent, intelligence is given at birth.

　　B. Intelligence is developed by the environment.

　　C. Some people are born clever and others born stupid.

　　D. Intelligence is fixed at birth, but is developed by the environment.

 

2. It is suggested in this passage that_______.

　　A. unrelated people are not likely to have different intelligence

　　B. close relations usually have similar intelligence

　　C. the closer the blood relationship between people, the more different they are likely

　 　　to be in intelligence

　　D. people who live in close contact with each other are not likely to have similar degrees

　 　　of intelligence

 

3. In Para. 1, the word "surroundings" means_______.

　　A. intelligence 　　　　　B. life

　　C. environments 　　　　　D. housing

4.The best title for this article would be_______.

　　A. On Intelligence

　　B. What Intelligence Means

　　C. We are Born with Intelligence

　　D. Environment Plays a Part in Developing Intelligence