The Relationship between IQ and Being a VegetarianA Southampton University team found that people who were vegetarians（素食主义者）by 30 had recorded five IQ points higher on average at the age of 10. Researchers said it could explain why people with a higher IQ were healthier as a vegetarian diet was linked to lower heart disease and obesity（肥胖）rates. The study of 8,179 people was reported in the British Medical Journal.Twenty years after the IQ tests were carried out in 1970, 366 of the participants said they were vegetarians—although more than 100 reported eating either fish or chicken.Men who were vegetarians had an IQ score of 106, compared with 101 for non-vegetarians ； while female vegetarians averaged 104, compared with 99 for non-vegetarians. There was no difference in the IQ scores between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.Researchers said the findings were partly related to better education and higher class, but it remained statistically significant after adjusting for these factors.Vegetarians were more likely to be female, to be of higher social class and to have higher academic or vocational qualifications than non-vegetarians. However, these differences were not reflected in their annual income, which was similar to that of non-vegetarians.Lead researcher Catharine Gale said, “The findings that children with greater intelligence are more likely to report being vegetarians as adults, together with the evidence on the potential benefits of a vegetarian diet on heart health, may help to explain why a higher IQ in childhood or adolescence is linked with a reduced risk of coronary heart disease in adult life.”But Dr.Frankie Phillips of the British Dietetic Association said, 【“It is like the chicken and egg, " Do people become vegetarians because they have a very high IQ or is it just that they are clever enough to be more aware of health issues?】3.Which of the following statements is NOT true according to the passage?

The Relationship between IQ and Being a VegetarianA Southampton University team found that people who were vegetarians（素食主义者）by 30 had recorded five IQ points higher on average at the age of 10. Researchers said it could explain why people with a higher IQ were healthier as a vegetarian diet was linked to lower heart disease and obesity（肥胖）rates. The study of 8,179 people was reported in the British Medical Journal.Twenty years after the IQ tests were carried out in 1970, 366 of the participants said they were vegetarians—although more than 100 reported eating either fish or chicken.Men who were vegetarians had an IQ score of 106, compared with 101 for non-vegetarians ； while female vegetarians averaged 104, compared with 99 for non-vegetarians. There was no difference in the IQ scores between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.Researchers said the findings were partly related to better education and higher class, but it remained statistically significant after adjusting for these factors.Vegetarians were more likely to be female, to be of higher social class and to have higher academic or vocational qualifications than non-vegetarians. However, these differences were not reflected in their annual income, which was similar to that of non-vegetarians.Lead researcher Catharine Gale said, “The findings that children with greater intelligence are more likely to report being vegetarians as adults, together with the evidence on the potential benefits of a vegetarian diet on heart health, may help to explain why a higher IQ in childhood or adolescence is linked with a reduced risk of coronary heart disease in adult life.”But Dr.Frankie Phillips of the British Dietetic Association said, 【“It is like the chicken and egg, " Do people become vegetarians because they have a very high IQ or is it just that they are clever enough to be more aware of health issues?】4.Catharine Gale talked about u being vegetariansM in a(n) ______way.

The Relationship between IQ and Being a VegetarianA Southampton University team found that people who were vegetarians（素食主义者）by 30 had recorded five IQ points higher on average at the age of 10. Researchers said it could explain why people with a higher IQ were healthier as a vegetarian diet was linked to lower heart disease and obesity（肥胖）rates. The study of 8,179 people was reported in the British Medical Journal.Twenty years after the IQ tests were carried out in 1970, 366 of the participants said they were vegetarians—although more than 100 reported eating either fish or chicken.Men who were vegetarians had an IQ score of 106, compared with 101 for non-vegetarians ； while female vegetarians averaged 104, compared with 99 for non-vegetarians. There was no difference in the IQ scores between strict vegetarians and those who said they were vegetarians but reported eating fish or chicken.Researchers said the findings were partly related to better education and higher class, but it remained statistically significant after adjusting for these factors.Vegetarians were more likely to be female, to be of higher social class and to have higher academic or vocational qualifications than non-vegetarians. However, these differences were not reflected in their annual income, which was similar to that of non-vegetarians.Lead researcher Catharine Gale said, “The findings that children with greater intelligence are more likely to report being vegetarians as adults, together with the evidence on the potential benefits of a vegetarian diet on heart health, may help to explain why a higher IQ in childhood or adolescence is linked with a reduced risk of coronary heart disease in adult life.”But Dr.Frankie Phillips of the British Dietetic Association said, 【“It is like the chicken and egg, " Do people become vegetarians because they have a very high IQ or is it just that they are clever enough to be more aware of health issues?】5.What does the underlined sentence in the last paragraph mean?

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.1.Paragraph ①:

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.2.Paragraph ②:

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.3.Paragraph ③:

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.4.Paragraph ④:

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.5.Paragraph ⑤:

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.6.The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at _______.

How to Be a Good Reader①The aim of the teacher is to get his pupils as quickly as possible over the period in which each printed symbol is looked at for its shape, and arrive at the stage when the pupil looks at words and phrases, for their meaning, almost without noticing the shapes of the separate letters.②When a good reader is at work he does not look at letters, nor even at words, one by one however quickly； he takes in the meaning of two, three, or four words at a time, in a single moment. Watch carefully the eyes of a person who is reading, and it will be seen that they do not travel smoothly along the lines of print, but they move by jumps separated by very short stops.③The eyes of a very good reader move quickly, taking long jumps and making very short halts (停顿)；the eyes of a poor reader move more slowly, taking only short jumps and stopping longer at each halt. Sometimes, when he meets a difficulty, he even goes backwards to see again what has already been looked at once.④The teacher' s task is therefore clear: it is to train his pupils to take in several words at a glance (one eye-jump) and to remove the necessity for going backwards to read something a second time.⑤This shows at once that letter-by-lelter, or syllable-by-syllable, or word-by-word reading, with the finger pointing to the word, carefully fixing each one in turn, is wrong. It is wrong because such a method ties the pupil's eyes down to a very short jump, and the aim is to train for the long jump. Moreover, a very short jump is too short to provide any meaning or sense ； and it will be found that having struggled with three or four words separately, the pupil has to look at them again, all together and in one group, in order to get the meaning of the whole phrase.7.The eyes of a person who is reading do not travel smoothly along the lines of print, but they _______ separated by very short stops.