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Books are not Nadia Konyk's thing. Her mother brings them home from the library, but Nadia rarely shows interest. Instead, like so many other teenagers, Nadia, 15, is addicted to the Internet. She regularly spends at least six hours a day in front of the computer, spending most of her time reading and commenting on stories written by other users. Her mother, Deborah Konyk, would prefer that Nadia read books for a change.
As teenagers' scores on reading tests have declined, some argue that the hours spent surfing the Internet are the enemy of reading¡ªdestroying a precious common culture that exists only through the reading of books. Critics have warned that electronic media would destroy reading.
Others say the Internet has created a new kind of reading. The Web inspires a teenager like Nadia, who might otherwise spend most of her leisure time watching television, to read and write. What is different now, some literacy experts say, is that spending time on the Web engages viewers with text.
Web supporters believe that strong readers on the Web may eventually surpass those who rely on books. Reading five Web sites, experts say, can be more enriching than reading one book. "It takes a long time to read a 400-page book," said Spiro. "In a tenth of the time," he said, the Internet allows a reader to "cover a lot more of the topic from different points of view."
Some literacy experts say that reading itself should be redefined. Interpreting videos or pictures, they say, may be as important a skill as analyzing a novel or a poem. "Kids are using sound and images so they have a world of ideas to put together," said Donna Alvermann, a professor of literacy education at the University of Georgia. "Books aren't out of the picture, but they're only one way of experiencing information in the world today."
Next year, the Organization for Economic Cooperation and Development, which gives reading, math and science tests to 15-year-old students in more than 50 countries, will add an electronic reading component£¨Èí¼þ£©. The United States says it will not participate because an additional test would overburden schools.
69. Why are books not the thing of Nadia Konyk?
 A. She does reading mainly through electronic media.
 B. Her mother doesn¡¯t provide her with enough books.
 C. She has become addicted to playing games on the web.
 D. Like many youngsters, she has lost interest in reading.
70. How many hours does Nadia spend in front of the computer in a week?
 A. Exactly forty-two hours   B. Usually fifty hours
 C. More than forty hours    D. At most thirty-six hours
71.Which of the following statements is correct according to the passage?
 A. To search for information on the web engages viewers without text.
 B. To explain videos is a technique more important than analyzing a novel.
 C. Children using sound and images may lose their interest in movies.
 D. People reading well online may surpass those who rely on books.
72. Why did the US refuse to participate in the tests with an added electronic reading component?       It is because ______.
 A. the teachers and students considered it useless
 B. such a test would give schools more extra work
 C. they thought reading was the only way to get information
 D. none of them showed interest in such an additional test
E
In a few years, you might be able to speak Chinese, Korean, Japanese, French, and English -- and all at the same time. This sounds incredible, but Alex Waibel, a computer science professor at US' s Carnegie Mellon University (CMU) and Germany' s University of Karlsruhe, announced last week that it may soon be reality. He and his team have invented software and hardware that could make it far easier for people who speak different languages to understand each other.
One application, called Lecture Translation, can easily translate a speech from one language into another. Current translation technologies typically limit speakers to certain topics or a limited vocabulary. Users also have to be trained how to use the programme.
Another prototype (³ûÐλú) can send translations of a speech to different listeners depending on what language they speak. "It is like having a simultaneous translator right next to you but without disturbing the person next to you," Waibel said.
Prefer to read? So-called Translation Glasses transcribe (ת¼) the translations on a tiny liquid-crystal(Òº¾§) display (LCD) screen.
Then there' s the Muscle Translator. Electrodes (µç¼«) capture the electrical signals from facial muscle movements made naturally when a person is mouthing words. The signals are then translated into speech. The electrodes could be replaced with wireless chips implanted (Ö²Èë) in a person' s face, according to researchers.
During a demonstration (ÑÝʾ) held last Thursday in CMU' s Pittsburgh campus, a Chinese student named Stan Jou had 11 tiny electrodes attached to the muscles of his cheeks, neck and throat. Then he mouthed -- without speaking aloud -- a few words in Mandarin(ÆÕͨ»°) to the audience. A few seconds later, the phrase was displayed on a computer screen and spoken out by the computer in English and Spanish: "Let me introduce our new prototype".
This particular gadget (Æ÷е), when fully developed, might allow anyone to speak in any number of languages or, as Waibel put it, "to switch your mouth to a foreign language". "The idea behind the university' s prototypes is to create 'good enough' bridges for cross-cultural exchanges that are becoming more common in the world," Waibel said.
With spontaneous (×Ô·¢µÄ) translators, foreign drivers in Germany could listen to traffic warnings on the radio, tourists in China could read all the signs and talk with local people, and leaders of different countries could have secret talks without any interpreters there.
73. What kind of prototype did the Chinese student named Stan Jou try?
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