Should struggling students be banned from clubs and sports?
Getting a bad grade in Rockingham, Vt. could get you kicked off the team! School officials there are considering new guidelines that would prevent students with bad grades from participating in extracurricular activities, such as sports and clubs. The proposal would affect students in eighth grade and below.
School board member Mike says the policy would motivate students to work harder in school. He drafted a letter to coaches, parents, and after-school program leaders to encourage them to allow only kids who are meeting certain academic standards into their program.
Not everyone gives such policy an A+. Some people argue that no student should be excluded from after-school activities. They say taking part in extracurricular activities can help kids do better in class by improving their participation and concentration skills. They say a 2009 study from the Centers for Disease Control and Prevention found that time spent in extracurricular physical activities does not take away from students’ ability to do well in the classroom . In fact, it may even help boost girls’ academic performance.
Students themselves have different opinions.
SCHOOL COMES FIRST
Why not require good grades to participate in those activities?
Kids need to understand that grades are important. School comes first, period. Getting good grades help you with life, help you go to college, get a job, and so on. Banning underachieving students from extracurricular activities not only gives them motivation to get their grades up, but allows more time to study or get help from a tutor.
DON’T BAN STUDENTS
Every student should be able to participate in extracurricular activities, no matter what his or her grades are. Extracurricular activities can help kids concentrate more on doing homework. They can help kids develop mentally and physically.
A school policy that tells kids with bad grades that they can’t be in sports or the school play is like judging a book by its cover. Every student is unique. A kid may have a learning disability, an attention issue, or a difficult time studying in his or her home environment. His or her teachers should find why the student is struggling. Together they should find out a solution that will keep the student in the activity.
72. Which of the following is the closest in meaning to the underlined word “excluded”?
A. protected B. approved C. blamed D. banned
73. What’s the author’s attitude to the policy that prevents students with bad grades from participating in extracurricular activities?
A. supportive B. critical C. neutral D. indifferent
74. In the second paragraph “a 2009 study…”is used by the critics to .
A. To indicate the author is against the policy.
B. To emphasize there is no need to ban the students with bad grades to take part in extracurricular activities.
C. To suggest girls can benefit from extracurricular activities.
D. To prove grades have nothing to do with extracurricular activities.
75. Some don’t think the policy is reasonable for the following reasons EXCEPT .
A. Every kid is unique.
B. Extracurricular activities will benefit students mentally and physically.
C. . Grades will help students get a job.
D. One can learn more that can’t be learned in class.
C
Thirteen can be a challenging age. Not only did I have to adapt to my changing body, I also had to deal with my parents’ bitter divorce, a new family and the upsetting move from my country home to a crowded town.
When we moved, my beloved companion, a small brown pony had to be sold. I was heartbroken and terribly lonely. I couldn’t eat or sleep and cried all the time. Finally, realizing how much I missed my pony, my father bought me another horse, Cowboy.
Cowboy was without doubt the ugliest horse in the world. But I didn’t care. I loved him beyond all reasons.
I joined a riding club. When Cowboy and I entered the events where the horse was judged by appearance, we were quickly ”shown the gate”. I knew nothing could turn Cowboy into a beauty. My only chance to compete would be in the timed speed events. I chose the jumping race.
For the whole next month we practiced running and jumping for hours in the hot sun and then I would walk Cowboy home, totally exhausted.
All of our hard work didn’t make me feel confident by the time the show came. One girl named Becky rode a big brown horse in the race events. She always won the blue ribbons. I sat at the gate and sweated all out while I watched Becky and her horse charge through the court and finish in first place.
My turn finally came. At the signal, we dashed toward the first fence, jumped over it without trouble and raced on to the next one. Cowboy then flew over the second, third and fourth fences like a bird and I turned him toward the finish line.
No cheers filled the air. The end of our run was met with surprised silence. Cowboy and I had beaten Becky and her fancy horse by two seconds.
I gained much more than a blue ribbon that day. At thirteen, I realized that no matter what the odds, I’d always come out a winner if I wanted something badly enough to work for it. I can be the owner of my fate.Why did the author like Cowboy so much in spite of its ugliness?
| A．Because she loved horses more than anything else. |
| B．Because Cowboy was a strong and smart young horse. |
| C．Because Cowboy had a lot in common with her pony. |
| D．Because she was sad and lonely and needed a companion. |
The audience fell into silence at the end of the run probably because_________.
| A．they didn’t expect Cowboy would win the event |
| B．they were unhappy that Becky was beaten in the event |
| C．they didn’t like cowboy, for it was too ugly |
| D．they never saw a horse running as fast as Cowboy |
After the competition, the author came to realize that _______.
| A．she ought to gather the courage to solve all the problems |
| B．it was time to forget her pony and treat Cowboy better |
| C．she needed to work harder to win more blue ribbons |
| D．she could be the god of her own fate if she tried hard enough |
It can be inferred from the story that _________.
| A．all of their hard training was totally in vain |
| B．a blue ribbon must be the second highest prize |
| C．Cowboy lost in the event of being judged by appearance |
| D．both Becky and the author won in the jumping event |
B
2014 TFK Poetry Contest
Calling all poets! TIME For Kids has a challenge for you：Write a funny, rhyming poem. It must be an original poem that does not copy another poet’s work. Enter it in the TIME For Kids Poetry Contest. As fewer and fewer children are interested in writing poetry of their own, TIME For Kids decides to organize and sponsor such a contest to change the situation.
Contest Rules
1. How to enter: This contest begins 12:01 am on March 6, 2014 and ends 11:59 pm on July 24, 2014. To enter, mail the following information to 1271 Avenue of the Americas, 32nd Floor, New York, New York 10020: (a) an original and previously unpublished poem that is humorous and has a rhyme scheme(韵律); (b) Entrant’s first name only and a parent’s mail address. Limit one entry per person. By entering, Entrant promises that the entry (1) is original, (2) has not been published in any medium and (3) has not won an award.
2. Judging: All entries will be judged by poet Kenn Nesbitt, based on the following criteria: creativity and originality (50％), use of language and rhyme (25％) and appropriateness to the theme of the contest (25％). The length of the entry will not be taken into consideration.
3. Prizes: Our judge will select four semifinalists(半决赛选手)from which one grand-prize winner and three finalists will be chosen. The one grand-prize winner will receive an online class visit from Children’s Poet Kenn Nesbitt and a signed copy of his newest book of poetry, The Armpit of Doom：Funny Poems for Kids, approximately value: $275. The three finalists will each get a signed copy of Nesbitt’s newest book of poetry，The Armpit of Doom: Funny Poems for Kids，and both their poems and that of the grand-prize winner will be published at timeforkids.com.
4. Eligibility(参赛资格)：Open to legal citizens of the 50 United States and the District of Columbia who are primary school students and are 8 to 13 years old at time of entry．
5. Winner’s list：For names of the winner and finalists，visit timeforkids.com(after August 1, 2014, available for a period of 10 days)．The purpose of the contest is to__________.
| A．encourage children to learn from other poets |
| B．help children realize the dream of poetry writing |
| C．encourage children’s interest in poetry writing |
| D．encourage children to read more original poems |
Which of the following characteristics of a poem is valued most in judging?
| A．Being creative and original． |
| B．Using a proper number of words． |
| C．Using proper language and rhyme． |
| D．Being appropriate to the contest theme． |
What can be known about the finalists of the contest?
| A．They will get a great deal of money. |
| B．Their poems can be read at timeforkids.com. |
| C．They will receive an online class visit from Nesbitt． |
| D．Their poems will appear in Nesbitt’s newest book of poetry. |
According to the contest rules,____________.
| A．poems can be sent to the organizers by e-mail |
| B．all children have the right to take part in the contest |
| C．the number of poems to enter the contest is not limited |
| D．the result of the contest will be unknown before August, 2014 |
A
You've probably heard about sports coaches, fitness coaches, voice and music teachers, career counselors, psychiatrists(精神病医师) and other specialists who teach skills and help us cope with daily life.
But there's a rapidly growing kind of professional who does a little bit of everything. She or he is called a “ life coach ”. People who are at crossroads in their lives, and corporations that want to give certain employees a career boost, are turning to them for help.
The idea that one person’s success story can change other people’s lives for the better goes back at least to the 1930s. Dale Carnegie’s famous self-improvement program “How to Win Friends and Influence People” came along soon thereafter.
But this new style of life coaches includes more than enthusiastic speakers or writers. They use their own experiences in business, sports, military service, or psychotherapy (心理疗法)to help others make critical life decisions.
They often give their approach a slogan, such as “energy coaching” or “fearless living” or “working yourself happy”.
Dave Lakhani in Boise, Idaho, for instance, works with salespeople to develop what he calls a “road map”. He says an ongoing relationship with a coach is like having a personal fitness trainer for one’s career and life outside work.
Lakhani’s Bold Approach coaching firm also donates some of its time to help people who are anything but successful---including battered women and struggling single mothers.
But others in the so-called “helping professions” are not thrilled about the life-coaching movement. They say that anyone, trained or untrained, can call himself or herself a life coach, and that slick(华而不实的) promoters who mess with people’s lives can do more harm than good.Which of the following is the best title for the passage?
| A．Working Yourself Happy. |
| B．Life Coaches Help with Tough Decisions. |
| C．How to Cope with Daily Life with Life Coaches. |
| D．The Life-Coaching Movement. |
The underlined phrase “life coach” in Paragraph 2 means“_______”.
| A．The career counselor who teaches skills |
| B．The psychiatrist who helps us cope with daily life |
| C．The fitness coach who teaches us lessons |
| D．The specialist who helps us make important life decisions |
The last paragraph is mainly about__________.
| A．the introductions of life coach |
| B．the disagreements of life coach |
| C．the effects of life coach |
| D．the experiences of life coach |
What is the author’s attitude towards life coaches?
| A．Cautious． | B．Approving． |
| C．Casual． | D．Disapproving． |
C
Dreams can be familiar and strange, fantastical or boring, but some dreams might be connected to the mental processes that help us learn. No one knows for certain why people dream, but some dreams might be connected to the mental processes that help us learn. In a recent study, scientists found a connection between nap-time(打盹时的) dreams and better memory in people who were learning a new skill.
In the study, 99 college students between the ages of 18 and 30 each spent an hour on a computer, trying to get through a virtual maze (迷宫). The maze was difficult, and the study participants had to start in a different place each time they tried --- making it even more difficult. They were also told to find a particular picture of a tree and remember where it was.
For the first 90 minutes of a five-hour break, half of the participants stayed awake and half were told to take a short nap. Participants who stayed awake were asked to describe their thoughts. Participants who took a nap were asked about their dream after sleep---and they were awakened within a minute of sleep to describe their dreams.
Stickgold, a neuroscientist (神经科学家), wanted to know what people were dreaming about when their eyes weren’t moving, during sleep.
Four of the 50 people who slept said their dreams were connected to the maze. Some dreamed about the music that had been playing when they were working; others said they dreamed about seeing people in the maze. When these four people tried the computer maze again, they were able to find the tree faster than before their naps.
Stickgold suggests the dream itself doesn’t help a person learn --- it’s the other way around. He suspects that the dream was caused by the brain processed associated with learning.
All four of the people who dreamed about the task had done poorly the first time, which makes Stickgold wonder if the dreams show up when a person finds a new task particularly difficult. People who had other dreams, or people who didn’t take a nap, didn’t show the same improvement.Before having a short nap, participants of the experiment were asked to ___________.
| A．stay in different place in the maze |
| B．design a virtual maze which is difficult to get through |
| C．experience the experiment and try to remember something |
| D．get through a virtual maze on a computer from the same place |
After doing what they were asked on computers, participants ___________.
| A．were divided into two groups to do different things at break |
| B．were so tired as to fall asleep |
| C．felt bored with the experiment and they were sleepy |
| D．were asked to remember their experiment separately |
What can we learn from the passage?
| A．Participants who took a nap were required to express their thought. |
| B．Some dreams may encourage people to invent something new. |
| C．Participants who dreamed about films could finish the task more easily. |
| D．Participants whose dreams had something to do with the maze could find the tree faster. |
According to Stickgold, ____________.
| A．every person may dream about what they learned |
| B．people’s brain processes may still be connected with their learning in their dreams |
| C．once people’s eyes stop moving, they are sued to dream about something |
| D．no matter fantastical or boring, dreams are connected with peoples life |
Which of the following can be the best title for this passage?
| A．Strange Dreams |
| B．Stickgold, a Dream Expert |
| C．Dreaming Makes Better |
| D．Not All Dreams Are True |
B
Chemical Safety
Procedures for handling chemical spills(泄露) and leaks.
Chemical spills and leaks can be broken down into two basic types: simple spills, which you can clean up yourself and complicated spills, which require outside assistance.
If your spill meets ANY of the following conditions, it is a COMPLICATED SPILL.
A person is injured; or
The identity of the chemical is unknown; or
Multiple chemicals are involved; or
The chemical is highly poisonous, flammable (可燃的) or reactive ; or
The spill/leak occurs in a “public space” such as a corridor; or
The spill/leak has the potential to spread to other parts of the building such as through the ventilation (通风) system; or
The clean up procedures are not known or appropriate materials are not readily available; or
The clean up requires a respirator (呼吸器) (including cartridge respirators) to be worn and no personnel have been trained and fit-tested in accordance(一致) with the campus Respiratory Protection Program; or
The spill/leak may endanger the environment by reaching waterways or outside ground, or by going down a drain
If none of the above conditions are met, the spill is defined as a simple spill. You may clean up simple spills in accordance with Chapter 6 of the Chemical Safety Guide. For consultative assistance, call Division of Research Safety (DSR) at 333-2755.
| How to report a complicated spill 1. Evacuate(撤退) to a safe location, and alert others to evacuate. 2. Dial 9-911 from a campus phone. 3. Tell the operator you are calling to report a chemical spill at the University of Illinois. 4. Have the following information ready. Name of chemical Quantity spilled Location of spill (Full building name and room number) Number of people injured or slashed If applicable, the occurrence of a fire or explosion Your name and phone number 5. Have someone knowledgeable about the chemical spilled meet the fire department at the main entrance to your building. Take a Material Safety Data Sheet (MSDS) of the chemical, if it is readily available. |
Which of the following situation can be classified as a simple spill?
| A．Some spilled liquid causes a fire in the building. |
| B．Yellow and green gases are leaking from the storage room. |
| C．An unknown red chemical is found on the corridor floor. |
| D．A researcher spills his milk all over the lab floor. |
According to the safety instructions, upon discovering a complicated spill on campus, people should _________.
| A．put on a respirator as soon as possible |
| B．refer to Chapter 6 of the Chemical Safety Guide |
| C．get away from the spill and report it to authorities |
| D．call Division of the Research Safety at 333-2755 |
“MSDS” in the passage possibly refers to _____.
| A．a mask |
| B．an explanation about the chemical |
| C．a device |
| D．another kind of chemical |
Who are most possibly the targeted audiences of this article?
| A．Students in the Chemistry Department of a university. |
| B．Researchers working at Chemical Institution of Illinois. |
| C．Members of Division of Research Safety. |
| D．Staff members at a chemical manufacturing company. |
The purpose of the material above is to ____________ .
| A．inform people of the dangers of various chemical spills |
| B．introduce complicated spills and necessary measures in response to them |
| C．encourage students to join the campus Respiratory Protection Program |
| D．compare simple spills and complicated spills |