Basic Study Manual (Hardcover): $37.50…… Here are the answers to the questions most often asked by students. Read this book and learn:
*What the three barriers to study are and what to do about them
* What to do if you get tired of a subject you are studying
*Twenty-six simple drills to help you learn how to study easily, rapidly and with full understanding
Buy and read the Basic Study Manual and use it to dramatically improve your ability to study.
Study Skills for Life (Hardcover): $31.99
L. Ron Hubbard’s study technology for teenagers opens the door to their future success by giving them advice on how to study and learn. Fully illustrated（插图）for easy comprehension.
Learning How to Learn (Hardcover):$24.99
The basics of effective study for 8 to 12-year-olds, fully illustrated. Children who read and apply the materials in this book can regain their liking for study. Get this book for a child you want to see win at his studies!
How to Use a Dictionary Picture Book for Children (Hardcover):$34.90
In spite of billions of dollars spent on “educational research”, children are not taught the most basic skills of learning: how to use a dictionary. Written for children 8 to 12-year-old, this fully illustrated book will teach your children:
*How to find words in a dictionary
*The different ways that words are used
*How to use a dictionary to correctly pronounce words
At last, you’ll just pay 50% for these books before May 1, 2007. （260 words）The four books can mostly satisfy .
| A．teachers | B．children | C．adults | D．parents |
If you want to improve your ability to study, you’ll probably choose .
| A．Basic Study Manual | B．Study Skills for Life |
| C．Learning How to Learn | D．How to Use a Dictionary Picture Book for Children |
If you buy all the fully illustrated books before May 1, 2007, you will pay about .
| A．$56 | B．$111 | C．$46 | D．$92 |
This passage aims to .
| A．introduce new books to readers | B．guide readers to choose books |
| C．encourage people to buy the books | D．enlarge students’ knowledge about books |
Educating Girls Is a Real Lifesaver
Clare Short knows it. Every developing economist knows it. The World Bank knows it. The education of girls is the surest way to reduce poverty.
The reason is simple. All the evidence shows that taking girls out of the fields and homes, and putting them behind desks, raises economic productivity, lowers infant and maternal(产妇) death rates, reduces birth rates, and improves environmental management.
Why, then, are 90 million primary school-age girls around the world not in school? For the same reason that when Charles Dickens was writing David Copperfield 150 years ago girls were absent from the British education system: Men in power mostly prefer it that way, or are not interested enough in changing the situation to commit energy and money to doing so.
The countries with the poorest record for having women in positions of power or influence have the worst figures for girls’ education. High-profile intervention(介入) by organizations such as the World Bank has begun successfully with several countries, and more of the same will probably be needed to bring change in conservative, male-run states.
Even if there were no development payoff from gender equality in schools, the education of girls would still be a cause worth fighting for. Education is a human right, and the denial of it to girls is a scar on the community in the twenty-first century.
To be born a girl in a rural area in Nepal, Pakistan, Indonesia, Morocco, Togo, or Sudan — half a dozen of the most shameful performers — means being condemned to a life without school, education, or clean water, marriage and babies coming too early, too many births, children who die of preventable diseases, backbreaking work in the fields, subordination(从属) to husband and his family, and an early death.
Every year, almost 12 million children under the age of five needlessly die of infectious diseases associated with poverty. But each additional year spent by their mothers in primary school lowers the risk of premature child deaths by about 8 percent. In Pakistan, an extra year of school for 1,000 girls could prevent sixty infant deaths.
With women and girls being the main farmers in Africa and southern Asia, their education offers a chance to develop more efficient farming practices, improve output, and raise awareness of the ecological needs of the land with tree planting and farming. Therefore, the world community cannot afford to ignore this avenue of change.Which is Not the reason why educating girls reduces poverty?
| A．It improves environmental management. |
| B．It raises economic productivity. |
| C．It creates more children. |
| D．It lowers maternal death rates. |
What does the underlined word “it” in Paragraph 3 refer to?
| A．The poor economy at that time. |
| B．Girls’ absence from school. |
| C．Energy and money. |
| D．The education of girls. |
Which of the following is TRUE according to the passage?
| A．The countries where women have great influence and are in power always do worse in girls’ education. |
| B．Some organizations such as the World Bank haven’t taken the lead in girls’ education. |
| C．Some girls in Sudan and Indonesia are bound to live a life without education when they are born. |
| D．Each extra year of school for girls has nothing to do with the birthrate and maternal deaths. |
How many more infants will survive when 100 girls stay in school for another year?
| A．5 | B．6 | C．8 | D．12 |
What does the author think of girls’ education?
| A．essential | B．terrible |
| C．indifferent | D．helpless |
Grown-ups are often surprised by how well they remember something they learned as childrenbut have never practicedeversince. A manwhohas not had a chance to go swimmingfor years canstill swim as well asever whenhe gets backin the water. He can get on a bicycle after many years andstill ride away. He can play catch and hit a ball as well as his son. A mother who has not thought aboutthe words for years can teach her daughter the poem that begins "Twinkle, twinkle, little star"orremember the story of Cinderella or Goldilocks and the Three Bears.
One explanation is the law ofoverlearning,which can be stated as follows: Once we have learnedsomething, additional learning trials(尝试)increase the length of time we will remember it.
In childhood we usually continue to practice such skills as swimming, bicycle riding, and playingbaseball long after we have learned them. We continue to listen to and remind ourselves of words suchas "Twinkle, twinkle, little star" and childhood tales such as Cinderella and Goldilocks. We not onlylearn but overlearn.
The multiplication tables(乘法口诀表)are an exception to thegeneral rule that we forget rather quickly the things that we learn in school, becausetheyare another of the things we overlearn inchildhood.
The law of overlearning explains why cramming(突击学习)for an examination,though it mayresult in a passing grade, is not a satisfactory way to learn a college course. By cramming, a studentmay learn the subject well enough to get by on the examination, but he is likelysoon toforget almosteverything he learned.Alittle overlearning,on the other hand, is really necessary for one's futuredevelopment.What the main idea of Paragraph 1
| A．People remember well what they learned in childhood. |
| B．Children have a better memory than grown-ups. |
| C．Poem reading is a good way to learn words.“ |
| D．Stories for children are easy to remember. |
The author explains the law of overlearning by
| A．presenting research findings |
| B．setting down general rules |
| C．making a comparison |
| D．using examples |
According to the author, being able to use multiplication tables is
| A．a result of overlearning |
| B．a special case of cramming |
| C．a skill to deal with math problems |
| D．a basic step towards advanced studies |
What is the author's opinion on cramming?
| A．It leads to failure in college exams. |
| B．It's helpful only in a limited way. |
| C．It's possible to result in poor memory. |
| D．It increases students' learning interest. |
About twenty of us had been fortunate enough to receive invitations to a film-studio（影棚）to take part in a crowd-scene. Although our "act" would last only for a short time, we could see quite a number of interesting things.
We all stood at the far end of the studio as workmen prepared the scene, setting up trees at the edge of a winding path.Very soon, bright lights were turned on and the big movie-camera was
wheeled into position. The director shouted something to the camera operator and then went to speak to the two famous actors nearby. Since it was hot in the studio, it came as a surprise to us to see one of the actors put on a heavy overcoat and start walking along the path. A big fan began blowing tiny white feathers down on him, and soon the trees were covered in "snow". Two more fans were turned on, and a "strong wind" blew through the trees. The picture looked so real that it made us feel cold.
The next scene was a complete contrast(对比).The way it was filmed was quite unusual. Pictures taken on an island in the Pacific were shown on a glass screen. An actor and actress stood in front of the scene so that they looked as if they were at the water's edge on an island. By a simple trick like this, palm trees, sandy beaches, and blue, clear skies had been brought into the studio!
Since it was our turn next, we were left wondering what scene would be prepared for us. For a full three minutes in our lives we would be experiencing the excitement of being film ”Stars”!Who is the author?
| A．A cameraman. | B．A film director. |
| C．A crowd-scene actor | D．A workman for scene setting |
What made the author feel cold?
| A．The heavy snowfall. | B．The man-made scene. |
| C．The low temperature. | D．The film being shown. |
What would happen in the "three minutes" mentioned, in the last paragraph?
| A．A new scene would be filmed. |
| B．More stars would act in the film. |
| C．The author would leave the studio. |
| D．The next scene would be prepared. |
Honey from the African forest is not only a kind of natural sugar, it is also delicious.
Most people, and many animals, like eating it. However, the only way for them to get thathoney is to find a wild bees' nest and take the honey from it. Often, these nests are high up intrees, and it is difficult to find them. In parts of Africa, though, people and animals looking forhoney have a strange and unexpected helper - a little bird called a honey guide.
The honey guide does not actually like honey, but it does like the wax in the beehives (蜂房). The little bird cannot reach this wax, which is deep inside the bees' nest. So, when it finds a suitable nest, it looks for someone to help it. The honey guide gives a loud cry that attracts the attention of both passing animals and people. Once it has their attention, it flies through the forest, waiting from time to time for the curious animal or person as it leads them to the nest. When they finally arrive at the nest, the follower reaches in to get at the delicious honey as the bird patiently waits and watches. Some of the honey, and the wax, always falls to the ground, and this is when the honey guide takes its share.
Scientists do not know why the honey guide likes eating the wax, but it is very determined in its efforts to get it. The birds seem to be able to smell wax from a long distance away. They will quickly arrive whenever a beekeeper is taking honey from his beehives, and will even enter churches when beeswax candles are being lit.Why is it difficult to find a wild bees' nest?
| A．It's small in size. | B．It's hidden in trees. |
| C．It's covered with wax. | D．It's hard to recognize. |
What do the words "the follower" in Paragraph 2 refer to?
| A．A bee. | B．A bird. |
| C．A honey seeker. | D．A beekeeper. |
The honey guide is special in the way.
| A．it gets its food | B．it goes to church |
| C．it sings in the forest | D．it reaches into bees' nests |
What can be the best title for the text?
| A．Wild Bees | B．Wax and Honey |
| C．Beekeeping in Africa | D．Honey-Lover's Helper |
Are you looking for some new and exciting places to take your kids to? Try some of these places:
Visit art museums. They offer a variety of activities to excite your kids’ interest. Many offer workshops for making hand-made pieces, traveling exhibits, book signings (签名) by children’s favorite writers, and even musical performances and other arts.
Head to a natural history museum. This is where kids can discover the past from dinosaur models to rock collections and pictures of stars in the sky. Also, ask what kind of workshops and educational programs are prepared for kids and any special events that are coming up.
Go to a Youtheater. Look for one in your area offering plays for child and family visitors. Pre-show play shops are conducted by area artists and educators where kids can discover the secret about performing arts. Puppet (木偶) making and stage make-up are just a couple of the special offerings you might find.
Tryhands-on science. Visit one of the many hands-on science museums around the country. These science play-lands are great fun for kids and grown-ups alike. They’ll keep your child mentally and physically active the whole day through while pushing buttons, experimenting, and building. When everyone is tired, enjoy a fun family science show, commonly found in these museums.If a child is interested in the universe, he probably will visit
| A．a Youtheater | B．an art museum |
| C．a natural history museum | D．a hands-on science museum |
What can kids do at a Youtheater?
| A．Look at rock collections. | B．See dinosaur models. |
| C．Watch puppet making. | D．Give performances. |
What does "hands-on science" mean in the last paragraph?
| A．Science games designed by kids. |
| B．Learning science by doing things. |
| C．A show of kids' science work. |
| D．Reading science books. |
Where does this text probably come from?
| A．A science textbook. | B．A tourist map. |
| C．A museum guide. | D．A news report. |