四级考前模考试卷(二)

四级考前模考试卷（二）

Part I Writing (30 minutes)

Directions:For this part, you are allowed 30 minutes to write a short essay on the topic of The Young Want to Be Leaders. You should write at least 120 words according to the outline given below.

1. 现在的年轻人普遍想当领导

2. 人们对此有不同看法

3. 我认为……

The Young Want to Be Leaders

Part II Reading Comprehension (Skimming and Scanning) (15 minutes)

Directions: In this part, you will have 15 minutes to go over the passage quickly and answer the questions on Answer Sheet 1. For questions 1-7, choose the best answer from the four choices marked A), B), C) and D). For questions 8-10, complete the sentences with the information given in the passage.

As English Spreads, Indonesians Fear for Their Language

Paulina Sugiarto’s three children played together at a mall here the other day, chattering not in Indonesia’s national language, but English. Their fluency often draws admiring questions from other Indonesian parents Ms. Sugiarto encounters in this city’s upscale malls.

But the children’s ability in English obscured the fact that, though born and raised in Indonesia, they were struggling with the Indonesian language, known as Bahasa Indonesia. Their parents, who grew up speaking the Indonesian language but went to college in the United States and Australia, talk to their children in English. And the children attend a private school where English is the main language of instruction.

“They know they’re Indonesian,” Ms. Sugiarto, 34, said. “They love Indonesia. They just can’t speak Bahasa Indonesia. It’s tragic.”

Indonesia’s linguistic legacy is increasingly under threat as growing numbers of wealthy and upper-middle-class families shun (避开) public schools where Indonesian remains the main language but English is often taught poorly. They are turning, instead, to private schools that focus on English and devote little time, if any, to Indonesian.

For some Indonesians, as mastery of English has become increasingly tied to social standing, Indonesian has been relegated to second-class status. In extreme cases, people take pride in speaking

The global spread of English, with its sometimes corrosive(逐渐破坏的) effects on local languages, has caused much hand-wringing (焦虑) in many non-English-speaking corners of the world. But the implications may be more far-reaching in Indonesia, where generations of political leaders promoted Indonesian to unite the nation and forge a national identity out of countless ethnic groups, ancient cultures and disparate dialects.

The government recently announced that it would require all private schools to teach the nation’s official language to its Indonesian students by 2013. Details remain sketchy, though.

“These schools operate here, but don’t offer Bahasa to our citizens,” said Suyanto, who oversees primary and secondary education at the Education Ministry.

“If we don’t regulate them, in the long run this could be dangero us for the continuity of our language,” said Mr. Suyanto, who like many Indonesians uses one name. “If this big country doesn’t have a strong language to unite it, it could be dangerous.”

The seemingly reflexive preference for English has begun to attract criticism in the popular culture. Last year, a woman, whose father is Indonesian and her mother American, was crowned Miss Indonesia despite her poor command of Indonesian. The judges were later condemned in the news media and in the blogs for being impressed by her English fluency and for disregarding the fact that, despite growing up here, she needed interpreters to translate the judges’ questions.

In 1928, nationalists seeking independence from Dutch rule chose Indonesian, a form of Malay, as the language of civic unity. While a small percentage of educated Indonesians spoke Dutch, Indonesian became the preferred language of intellectuals.

Each language had a social rank, said Arief Rachman, an education expert. “If you spoke Javanese, you were below,” he said, referring to the main language on the island of Java. “If you spoke Indonesian, you were a bit above. If you spoke Dutch, you were at the top.”

Leaders, especially Suharto, the general who ruled Indonesia until 1998, enforced teaching of Indonesian and curbed use of English.

“During the Suharto era, Bahasa Indonesia was the only language that we could see or read. English was at the bottom of the rank,” said Aimee Dawis, who teaches communications at Universitas Indonesia. “It was used to create a n ational identity, and it worked, because all of us spoke Bahasa Indonesia. Now the dilution (淡化) of Bahasa Indonesia is not the result of a deliberate government policy. It’s just occurring naturally.”

With Indonesia’s democratization(民主化) in the past decade, experts say, English became the new Dutch. Regulations were loosened, allowing Indonesian children to attend private schools that did not follow the national curriculum, but offered English. The more expensive ones, with tuition costing several thousand dollars a year, usually employ native speakers of English, said Elena Racho, vice

But with the popularity of private schools booming, hundreds have opened in recent years, Ms. Racho said. The less expensive ones, unable to hire foreigners, are often staffed with Indonesians teaching all subjects in English, if often imperfect English, she added.

Many children attending those schools end up speaking Indonesian poorly, experts said. Uchu Riza — who owns a private school that teaches both languages — said some Indonesians were willing to sacrifice Indonesian for a language with perceived higher status.

“Sometimes they look down on people who don’t speak English,” she said.

She added: “In some families, the grandchildren cannot speak with the grandmother because they don’t speak Bahasa Indonesia. That’s sad.”

Anna Surti Ariani, a psychologist who provides counseling at private schools and in her own practice, said some parents even displayed “a negative pride” that their children spoke poor Indonesian. Schools typically advise the parents to speak to their children in English at home even though the parents may be far from fluent in the language.

“Sometimes the parents even ask the baby sitters not to speak in Indonesian but in English,” Ms. Ariani said.

It is a sight often seen in this city’s malls on weekends: Indonesian parents addressing their children in sometimes halting English, followed by nannies using what English words they know.

But Della Raymena Jovanka, 30, a mother of two preschoolers, has developed misgivings (担忧). Her son Fathiy, 4, attended an English play group and was enrolled in a kindergarten focusing on English; Ms. Jovanka allowed him to watch only English TV programs.

The result was that her son responded to his parents only in English and had difficulties with Indonesian. Ms. Jovanka was considering sending her son to a regular public school next year. But friends and relatives were pressing her to choose a private school so that her son could become fluent in English.

Asked whether she would rather have her son become fluent in English or Indonesian, Ms. Jovanka said, “To be honest, English. But this can become a big problem in his socialization. He’s Indonesian. He lives in Indonesia. If he can’t communicate with people, it’ll be a big problem.”

1. How do parents in the mall react to Paulina Sugiarto’s children’s fluent English?

A) They are confused about the kids’ nationality.

B) Many of them show admiration for it.

C) They feel like making friends with Sugiarto.

D) Most of them worry about Indonesian.

2. What do upper-middle-class people increasingly prefer for their children nowadays?

A) Schools in developed countries like Australia.

C) Public schools that focus on Indonesian.

D) Private schools that teach mainly in English.

3. What happens as English spreads globally?

A) It sometimes threats local languages.

B) It drives many local people mad.

C) It improves local people’s living standards.

D) It helps thriving bilingual education.

4. According to Mr. Suyanto, private schools in Indonesia _______.

A) challenged the status of public schools

B) helped promote the traditional culture

C) could destroy the unity of the country

D) placed heavy financial burdens on parents

5. What do we learn about last year’s Miss Indonesia?

A) She was criticized in the media. B) She was brought up in America.

C) She had difficulty with Indonesian. D) She came from a poor family.

6. Once on the island of Java, people using Dutch _______.

A) were mainly intellectual persons

B) were at the bottom of the social rank

C) enjoyed popularity among local people

D) had the highest status in the society

7. What happened when Suharto ruled Indonesia?

A) English was allowed only in private schools.

B) Indonesian was promoted and widespread.

C) The influence of Bahasa Indonesian weakened.

D) People witnessed the spread of social democracy.

8. According to Uchu Riza, a private school owner, Indonesian was _____________________________________ due to some perception.

9. Parents are advised by private schools to use English at home even if their English is not _____________________________________.

10. Ms. Jovanka’s friend and relatives were trying to persuade her to send her son t o _____________________________________.

Part III Listening Comprehension(35 minutes)

Section A

Directions: In this section, you will hear 8 short conversations and 2 long conversations. At the end of

each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

11. A) He hasn’t been hard on her.B) He always finds fault with her.

C) He won’t revenge himself on her.D) He will change his attitude to her.

12. A) Go over the list. B) Go for an outing.

C) Go shopping for his mum. D) List everything his mum needs.

13. A) They cater chiefly to tourists.

B) They are busy all the year round.

C) They stay closed until summer comes.

D) They provide quality service to their customers.

14. A) The yard of their old house.

B) The room they are going to move into.

C) The quality of the furniture they bought.

D) The feeling they have of their neighborhood.

15. A) The man had the car repaired.

B) The speakers’ car has to be replaced.

C) The couple were involved in an accident.

D) The speakers’ car was stolen and the man found it.

16. A) She bought the skirt on her birthday.

B) It was a wedding gift from her friends.

C) She thanked the man for buying her the skirt.

D) Her boyfriend presented it to her as a gift.

17. A) The rent is too high. B) He doesn’t like the suburbs.

C) He can’t afford the high taxes.D) It’s too expensive to hire taxies.

18. A) All rooms are taken. B) There is just a single room.

C) There are only double rooms. D) Many spare rooms are available.

Questions 19 to 22 are based on the conversation you have just heard.

19. A) A cheap new car. B) An extravagant new car.

C) An old Buick Century. D) A used car that’s a bargain.

20. A) She is too old to see clearly. B) She has been tired of the old car.

C) She is seriously ill. D) She has been hurt in an accident.

21. A) It looks very new inside and outside. B) There is nothing wrong with the car.

C) Many parts in the car need renewing. D) It was expensive when it was new.

22. A) $2,650 or so. B) $500 or less. C) Over $3,500. D) $10,000 or so.

Questions 23 to 25 are based on the conversation you have just heard.

23. A) She doesn’t have time to do exercise.

B) She eats less but remains overweight.

C) She doesn’t eat fast foods but remains overweight.

D) She doesn’t know whether the doctor can help her.

24. A) Try to eat less. B) Walk more quickly.

C) Use the stairs. D) Avoid fast food.

25. A) Healthy food. B) Effective medicine.

C) How to reduce weight. D) How to do exercise.

Section B

Directions:In this section, you will hear 3 short passages. At the end of each passage, you will hear some questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre. Passage One

Questions 26 to 28 are based on the passage you have just heard.

26. A) They rarely ruin trees.

B) They drink only every 3.4 days.

C) They search for food in large groups.

D) They protect food sources for their young.

27. A) Examples and conclusions. B) Evidence and argument.

C) Stories and explanation. D) Facts and descriptions.

28. A) Overheating the earth can be stopped.

B) Not all animal species are so adaptable.

C) The planets will become hotter and hotter.

D) Not all animals are as smart as desert elephants.

Passage Two

Questions 29 to 32 are based on the passage you have just heard.

29. A) She was not very polite. B) She was not clearly heard.

C) She was often misunderstood. D) She was unable to speak good English.

30. A) She was good at pretending. B) She was rude to the stockbroker.

C) She was ready to help her mother. D) She was unwilling to phone for her mother.

31. A) It confuses her. B) It embarrasses her.

C) It helps her understand the world. D) It helps her tolerate rude people.

32. A) It has a very bad reputation in America.

B) It may bring inconvenience in America.

C) It is vivid and direct to non-native speakers.

D) It is clear and natural to non-native speakers.

Passage Three

Questions 33 to 35 are based on the passage you have just heard.

33. A) 90. B) 108. C) 180. D) 668.

34. A) England’s Footballer of the Year.

B) A soccer coach in West Germany.

C) A medalist for his sportsmanship.

D) A member of the Order of the British Empire.

35. A) Editing Sunday Sport.

B) Working for Capital Radio.

C) Managing professional soccer teams.

D) Developing a sports marketing company.

Section C

Directions:In this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks numbered from 36 to 43 with the exact words you have just heard. For blanks numbered from 44 to 46 you are required to fill in the missing information. For these blanks, you can either use the exact words you have just heard or write down the main points in your own words. Finally, when the passage is read for the third time, you should check what you have written.

We generally view the family as being one of our most stable institutions; yet, our family system has (36) _________ a number of changes in the past. Two hundred years ago, marriages were often arranged by parents, with economic (37) _________ being the most important factor of who married whom. Two hundred years ago, divorce was (38) _________; now, more than one out of three marriages are in (39) _________. Two hundred years ago, women did not work out of the home, and children were an economic (40) _________; now nearly 50 percent of married women work outside

In our (42) _________ society, the family is now changing even more rapidly than it did in the past. In (43) _________ the future of the American family, some authorities foresee the family as racing toward extinction. They say that (44) __________________________________________________________________________, and this will be its only function. Family optimists, on the other hand, predict the family’s entering a Golde n Age —an era where (45) __________________________________________________________________________________. Most sociologists, however, do not agree with either the pessimists or the optimists; instead, (46) __________________________________________________________________________________, many of which will probably be thrown away, but some likely to be found satisfying and functional and gradually becoming “typical”.

Part IV Reading Comprehension (Reading in Depth) (25 minutes) Section A

Directions:In this section, there is a passage with ten blanks. You are required to select one word for each blank from a list of choices given in a word bank following the passage. Read the passage through carefully before making your choices. Each choice in the bank is identified by a letter. Please mark the corresponding letter for each item on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.

Questions 47 to 56 are based on the following passage.

When you have to meet someone from a different culture, be prepared. If you understand cultural differences, you’ll be a better communicator — even before you open your mouth!

In many Western cultures, men stand up before they are 47 to someone important. Standing up shows politeness and 48 . After that, someone will usually offer to shake hands. But in the East, 49 introductions often begin and end with bowing rather than shaking hands.

Now, let’s look at the simple introduction of shaking hands. Amer icans like a 50 handshake. But the French 51 a light, short handshake. If you shake a Frenchman’s hand the American way, he may think you’re uncultured.

People in Eastern European countries and some Latino cultures prefer shorter handshakes, too. Hugg ing after shaking hands is also a common introduction. Don’t be scared or 52 if you meet someone in Brazil and he gives you a hug. If you 53 this gesture, your friendship may not start well!

The 54 customs for eye contact vary between cultures, too. Westerners appreciate regular eye contact during conversations. Refusing to look a Westerner in the eye may be understood as lack of

have romantic meanings. Some people in Middle Eastern countries may appear to have their eyes half-closed while talking to you. Although it might seem like they’re tired or bored, such behavior is normal and should not be taken 56 .

Section B

Directions:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

Passage One

Questions 57 to 61 are based on the following passage.

How useful are the views of public school students about their teachers?

Quite useful, according to preliminary results released on Friday from a research project that is intended to find new ways of distinguishing good teachers from bad.

Teachers whose students described them as skillful at maintaining classroom order, at focusing their instruction and at helping their charges learn from their mistakes are often the same teachers whose students learn the most in the course of a year, as measured by gains on standardized test scores, according to a progress report on the research.

Financed by the Bill and Melinda Gates Foundation, the two-year project involves scores of social scientists and some 3,000 teachers and their students in districts such as New York and Pittsburgh.

Statisticians began the effort last year by ranking all the teachers using a statistical method known as value-added modeling, which calculates how much each teacher has helped students learn based on changes in test scores from year to year.

learning environment that their teachers create. After comparing the st udents’ ratings with teachers’ value-added scores, researchers have concluded that there is quite a bit of agreement.

Classrooms where a majority of students said they agreed with the statement, “Our class stays busy and doesn’t waste time,” tended to be l ed by teachers with high value-added scores, the report said.

The same was true for teachers whose students agreed with the statement, “In this class, we learn to correct our mistakes.”

Few of the nation’s 15,000 public school districts systematically que stion students about their classroom experiences, in contrast to American colleges, many of which collect annual student evaluations to improve instruction, Dr. Ferguson said.

Until recently, teacher evaluations were little more than a formality (形式) in most school systems, with the vast majority of instructors getting top ratings, often based on a principal’s superficial impressions.

But now some 20 states are overhauling their evaluation systems, and many policymakers have been asking the Gates Foundation for suggestions on what measures of teacher effectiveness to use, said Vicki L. Phillips, a director of education at the foundation.

One notable early finding, Ms. Phillips said, is that teachers who incessantly (不停地) drill their students to prepare for standardized tests tend to have lower value-added learning gains than those who simply work their way methodically through the key concepts of literacy and mathematics.

57. What is said about teachers rated as good at keeping their classes in order?

A) Their students gain more in test scores.

B) Their classes stay busy and don’t waste time.

C) Their students learn fastest during a semester.

D) They help students learn to correct their mistakes.

58. What information of the research is revealed in the passage?

A) Its final results. B) The money invested in it.

C) Its leading author. D) Its sponsor and participants.

59. What do we learn about colleges in the US from the passage?

A) They never question students about the learning environment.

B) Their students tend to enjoy their classroom experiences more.

C) Their evaluation systems no longer have much real importance.

D) They effectively utilized students’ views about their teachers.

60. It can be inferred f rom the context that “overhauling” (Line 1, Para. 11) has the closest meaning to

________.

C) changing to improve D) stopping using

61. What deserves to be noticed in preliminary results of the study?

A) Teachers explaining literary ideas are most popular at school.

B) Teaching to the test makes students do worse on the tests.

C) It’s helpful to spend much of the class time practicing for tests.

D) Literacy and mathematics are often overlooked in high schools.

Passage Two

Questions 62 to 66 are based on the following passage.

A very important world problem is the increasing number of people who actually inhabit this planet. The limited amount of land and land resources will soon be unable to support the huge population if it continues to grow at its present rate.

So why is this huge increase in population taking place? It is really due to the spread of the knowledge and practice of what is becoming known as “Death Control”. You have no doubt heard of the term“Birth Control”. “Death Control” is something rather different. It recognizes the work of the doctors and scientists who now keep alive people who, not very long ago, would have died of a variety of then incurable diseases. Through a wide variety of technological innovations that include farming methods and the control of deadly diseases, we have found ways to reduce the rate at which we die. However, this success is the very cause of the greatest threat to mankind.

If we examine the amount of land available for this ever-increasing population, we begin to see the problem. If everyone on the planet had an equal share of land, we would each have about 50,000 square metres. This figure seems to be quite encouraging until we examine the amount of usable land we actually have. More than three-fifths of the world’s land cannot produce food.

Obviously, with so little land to support us, we should be taking great care not to reduce it further. But we are not! Instead, we are consuming its “capital” —its nonrenewable fossil fuels and other mineral deposits that took millions of years to form but which are now being destroyed in decades. We are also doing the same with other vital resources not usually thought of as being nonrenewable such as fertile soils, groundwater and the millions of other species that share the earth with us.

It is a very common belief that the problems of the population explosion are caused mainly by poor people living in poor countries who do not know enough to limit their reproduction. This is not true. The actual number of people in an area is not as important as the effect they have on nature. Developing countries do have an effect on their environment, but it is the populations of richer countries that have a far greater impact on the earth as a whole.

62. According to the passage, what contributes to the population increase?

A) Human beings’ ignorance.B) The failure of “Birth Control”.

63. Land to support human beings is insufficient because ________.

A) most of the world’s land is unusable

B) farm land becomes desert due to climate change

C) populations in poor countries take up greater land

D) the world’s land is not distributed equally

64. What do we learn from the fourth paragraph?

A) Mineral resources do bring people fortune.

B) Fertile soils are nonrenewable sources in fact.

C) People have learned to use land in a protective way.

D) People usually regard groundwater as not replaceable.

65. According to the passage, many people tend to believe that ________.

A) lowering the birth rate doesn’t make any sense

B) it is wealth countries that should practice birth control

C) it’s wrong to artificially prolong people’s lives

D) poor countries are to blame for the harm to nature

66. What is the author really concerned about in the passage?

A) Unnecessarily prolonged life spans. B) Population explosion.

C) Overuse of resources. D) The gap between the rich and the poor.

Part V Cloze (15 minutes)

Directions:There are 20 blanks in the following passage. For each blank there are four choices marked A), B), C) and D) on the right side of the paper. You should choose the ONE that best fits into the passage. Then mark the corresponding letter on Answer Sheet 2 with a single line through the centre.

The first attempt of most artists, musicians,

and writers is seldom a masterpiece. If you

consider your drafts as dress rehearsals(彩排),

revising will seem a natural part of the writing

67 .

What is the purpose of the dress rehearsals that many Broadway shows 68 ? The answer is

adding, deleting, replacing, reordering—69 67. A) technique B) style

C) process D) career

68. A) go through B) go with

C) go over D) go by

69. A) in particular B) as a result

revising. Andrew Lloyd Webber’s musical Phantom of the Opera70 such a process.

When Lloyd Webber began writing in 1984, he had in 71 a funny, exciting production. However, when Phantom opened in London in 1986, the audience saw a(n) 72 psychological love story set to music. The musical had undergone several revisions due, in part, 73 problems with costuming and makeup (戏服和化妆).

When you revise, you change aspects of your work in 74 to your evolving purpose, or to

include 75 ideas or newly discovered information.

Revision is not 76 an afterthought that gets only as much time as you have at the end of an assignment. 77 , it is a major stage of the writing process, and writers revise every step of the way. Even your decision to switch topics while prewriting is a type of 78 . However,

don’t make the mistake of 79 the revision stage that follows drafting. Always make time to become your own 80 and view your dress

rehearsal, 81 to speak. Reviewing your work

in this 82 can give you valuable new ideas.

Revising involves mixing the effectiveness and appropriateness of all 83 of your writing. When you revise, ask yourself the following questions: Is my main idea or purpose 84 throughout my draft? Have I given my readers all of the 85 ? Finally, have I included too many

C) for example D) in other words

70. A) underwent B) exceeded

C) rejected D) replaced

71. A) head B) mind

C) mood D) thought

72. A) amusing B) disappointing

C) moving D) living

73. A) for B) in

C) with D) to

74. A) addition B) response

C) reference D) contrast

75. A) apparent B) obvious

C) fresh D) ambitious

76. A) just B) even

C) almost D) hardly

77. A) Moreover B) However

C) Instead D) Therefore

78. A) rearranging B) revising

C) drafting D) performing

79. A) abandoning B) skimming

C) abusing D) skipping

80. A) director B) master

C) audience D) teacher

81. A) and B) or

C) as D) so

82. A) method B) way

C) procedure D) means

83. A) abstracts B) aspects

C) views D) assumptions

84. A) puzzling B) bright

C) unique D) clear

85. A) angles B) evidence

86 details that may confuse readers? C) information D) hints

86. A) unnecessary B) unreliable

C) uninteresting D) unimportant

Part VI Translation (5 minutes)

Directions: Complete the sentences by translating into English the Chinese given in brackets. Please write your translation on Answer Sheet 2.

87. Even though we ___________________________ (去过她家几次), we did not remember what

street it was on.

88. ___________________________ (没有可靠的证据说明) that people can control their dreams.

89. The captain apologized ___________________________ (因无法告诉我们) more about the

accident.

90. In primitive times human beings did not travel for pleasure ___________________________ (而是

为了找到较为宜人的气候).

91. I am often asked to describe the experience of ___________________________ (抚养一个残疾

孩子).

人力资源管理师四级考前冲刺精选试题及答案解析(附答案解析)

人力资源管理师四级考前冲刺精选试题及答案解析（附答案解析） 一、选择题 1在常见的绩效信息采集方法中,()是考评人员到有关数据统计或汇总的权威部门查证有关数据采集考核信息。 A.实地调查法 B.现场记录法 C.数据积累法 D.问卷调查法 参考答案：C 参考解析： 常见的绩效信息采集方法包括:①实地调查法;②现场记录法;③数据积累法; ④问卷调查法;⑤抽样调查法。其中,数据积累法是指考评人员到有关数据统计或汇总的权威部门查证有关数据采集考核信息。 2下列陈述中,符合绩效考核指标设置要求的是()。 A.让顾客完全满意 B.熟悉设备的使用和维护 C.尽量节约时间 D.每月废品率不超过1% 参考答案：D 参考解析：

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Menino, the mayor of Boston, said he believed the new children’s program, in which doctors write vegetable “prescriptions” to be filled at farmers’ markets, was the first of its kind. Doctors will track participants to determine how the program affects their eating patterns and to monitor health indicators like weight and body mass index, he said. “When I go to work in the morning, I see kids standing at the bus stop eating chips and drinking a soda,” Mr. Menino said in a phone interview earlier this week. “I hope this will help them change their eating habits and lead to a healthier lifestyle.” The mayor’s attention to healthy eating dates to his days as a city councilman. Most recently he has app ointed a well-known chef as a food policy director to promote local foods in public schools and to foster market gardens in the city. Although obesity is a complex problem unlikely to be solved just by eating more vegetables, supporters of the vegetable coupon program hope that physician intervention will spur young people to adopt the kind of behavioral changes that can help prevent lifelong obesity. Childhood obesity in the United States costs $14.1 billion annually in direct health expenses like prescription drugs and visits to doctors and emergency rooms, according to a recent article on the economics of childhood obesity published in the journal Health Affairs. Treating obesity-related illness in adults costs an estimated $147 billion annually, the article said. Although the vegetable prescription pilot project is small, its supporters see it as a model for encouraging obese children and their families to increase the volume and variety of fresh produce they eat. “Can we help people in low-income areas, who shop in the center of supermarkets for low-cost empty-calorie food, to shop at farmers’ markets by making fruit and vegetables more affordable?” said Gus Schumacher, the chairman of Wholesome Wave, a nonprofit gro up in Bridgeport, Conn., that supports family farmers and community access to locally grown produce. If the pilot project is successful, Mr. Schumacher said, “farmers’ markets would become like a fruit and vegetable pharmacy (药房) for at-risk families.” The pilot project plans to enroll up to 50 families of four at three health centers in Massachusetts that already have specialized children’s programs called healthy weight clinics. A foundation called CAVU, for Ceiling and Visibility Unlimited, sponsors the clinics that are administering the vegetable project. The Massachusetts Department of Agriculture and Wholesome Wave each contributed $10,000 in seed money. (Another arm of the program, at several health centers in Maine, is giving fresh produce coupons to pregnant mothers.) The program i s to run until the end of the farmers’ market season in late fall. One month after Leslie-Ann Ogiste, a certified nursing assistant in Boston, and her 9-year-old son, Makael Constance, received their first vegetable prescription coupons at the Codman Center, they have lost a combined four pounds, she said. A staff member at the center told Ms. Ogiste about a farmers’ market that is five minutes from her apartment, she said. “It worked wonders,” said Ms. Ogiste, who bought and prepared eggplant, cucumbers, tomatoes, summer squash, corn, bok choy, parsley, carrots and red onions. “Just the variety, it did help.” Ms. Ogiste said she had minced some vegetables and used them in soup, pasta sauce and rice dishes — the better to disguise the new good-for-you foods that she served her son. Makael said he did not mind. “It’s really good,” he said. Some nutrition researchers said that the Massachusetts project had a good chance of improving eating habits in the short term. But, they added, a vegetable prescription program in isolation may not have a long-term influence on reducing obesity. Families may revert to their former habits in the winter when the farmers’ markets are closed, these researchers said, or they may not be able to afford fresh pr oduce after the voucher program ends. Dr. Shikha Anand, the medical director of CAVU’s healthy weight initiative, said the group hoped to make the veggie prescript ion project a year-round program through partnerships with grocery stores. But people tend to overeat junk food in higher proportion than they undereat vegetables, said Dr. Deborah A. Cohen, a senior natural scientist at the RAND Corporation. So, unless people curtail (减少) excessive consumption of salty and sugary snacks, she said, behavioral changes like eating more fruit and vegetables will have limited effect on obesity.

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四级考前冲刺试题二

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