社交媒体时代的到来可能是造成英国少女心理压力加大的主要因素。

1．The statistics in the second paragraph show that .

A．more and more children in Britain have mental health problems

B．few girls in Britain suffered from psychological stress in 2005

C．more boys in Britain are suffering from mental pressure now

D．more British girls feel psychologically stressed than boys do now

解析：推理判断题。根据第二段的第一句可知，调查显示，2014年37%的英国少女有心理压力，而2005年只有34%；根据第二段的第二句可知，同期调查显示，英国少年有心理压力的从2005年的17%降到2014年的15%。据此可以判断，英国少女有心理压力的数量比少年多，故D项正确。

答案：D

2．Contrary to traditional ways of interaction, social media .

A．helps teenagers develop qualities like confidence and self­control

B．has many negative effects on girls' characteristic development

C．makes teens aware of potential danger of the inappropriate content

D．teaches girls to care about their appearance to meet societal standards

解析：细节理解题。根据第五段的最后一句"Furthermore，this content can easily be spread far and wide with disastrous influences."和最后一段第一句的"Social media can also feed into girls' insecurities about their appearance"可知，由于青少年的思想还不成熟，自控能力有限，社交媒体对英国少女的心理健康和她们对外表美丑的判断产生了消极的影响。故B项正确。

答案：B

3．The underlined word "advent" in Paragraph 3 can be replaced by " "．

A．arrival　　　　　 B．end

C．disappearance D．invention

解析：词义猜测题。结合该段内容和下文关于传统交流方式和社交媒体的比较可知，报告的作者指出，"社交媒体时代的到来"可能是造成英国少女心理压力增加的主要因素。据此可知，画线词义为"到来"，故A项正确。

答案：A

A teacher from Relax Kids in Tamworth, the UK, used two apples to show her students the damaging and often unseen consequences of bullying. And her post about the powerful lesson has gone viral.

Rosie Dutton explained that during one of her classes she introduced two red apples to the children. What the kids didn't know was that prior to the lesson, Dutton had repeatedly dropped one of the apples on the floor. And yet, on the outside at least, both apples looked perfect."I picked up the apple I'd dropped on the floor and started to tell the children how I disliked this apple, and that I thought it was disgusting, it was a horrible colour and the stem was just too short，"Dutton wrote.

She then encouraged the students to do the same. Some of the children looked at her like she was "crazy"， but the students passed the apple around the circle, calling it names.

Continuing the exercise, the teacher then passed the second apple around the circle.