Do you enjoy reading? Do you read newspapers or magazines? Chances are, if you do any of these activities, your pre-school child is on his way to becoming a reader.
The process of learning to read is complex, and one of the most important things to know is that parents can help their children learn to read. As children have conversations with adults, they hear both ne
w and familiar words and their vocabulary grows.
There are many opportunities for adults and children to talk together, such as when riding in the car or in a bus, doing housework like fixing dinner, or bathing and getting ready
for bed. A major part of conversation is listening. When children talk, adults listen and respond. Then children listen and respond, and so the flow of conversation happens.
Have you watched you pre-school child pretend to read to his younger sisters or brothers? Have you read his favorite story over and over? These experiences tell children that reading is fun. And when things are fun and they are repeated, your child will see letters. He begins to connect them to familiar words, especially the letters that make up his name. A natural next step for him to take is to write the letters.
When children see parents make a grocery list, they want to use a pencil and paper to make their own list. To encourage these beginning writing activities, have pencils, markers, crayons and scrap paper within your children’s reach.
The more children get connected with talking, listening, reading and writing, the easier it is for them to become active readers. While you as a parent have a big influence on these early 
behaviors, it is important to remember that opportunities for literacy experiences happen when you and your child share in the basic routines（日常生活）of everyday life. The third paragraph tells us that parents can talk with their children__________.
| A．during daily routines | B．only in quiet places |
| C．in their spare time | D．when they are eager to walk |
During the process of learning to read, children may _________.
| A．copy the action of the adults. |
| B．prefer to talk with those of their own age. |
| C．show no interest in reading at all. |
| D．waste a lot of paper and other materials. |
When do children want to learn to write?
| A．When their parents ask them to do so. |
| B．When they believe they can write well. |
| C．When they know what they want to know |
| D．When they can connect letters with familiar words. |
The passage is written to _____________.
| A．talk about parents’ influence on their children’s behavior |
| B．encourage parents to set a good example to their children |
| C．advise parents to make reading a part of their children’s daily life |
| D．make parents believe in the importance of early reading |
Is the “Go to College” Message Overdone?
Even in a weak job market, the old college try isn’t the answer for everyone. A briefing paper from the Brookings Institution warns that “we may have overdone the message” on college, senior fellow Isabel Sawhill said.
“We’ve been telling students and their families for years that college is the only way to succeed in the economy and of course there’s a lot of truth to that,” Ms. Sawhill said. “On average it does pay off… But if you load up on a whole lot of student debt and then you don’t graduate, that is a very bad situation.”
One comment that people often repeat among the years of slow job growth has been the value of education for landing a job and advancing in a career. April’s national unemployment rate stood at 7.5%, according to the Labor Department. The unemployment rate for high-school graduates over 25 years old who hadn’t attended college was 7.4%, compared with 3.9% for those with a bachelor’s degree or more education. The difference is even bigger among those aged 16—24. The jobless rate for those with only a high school diploma in that age group is about 20%. At the same time, recent research by Canadian economists warns that a college degree is no guarantee of promising employment.
Ms. Sawhill pointed out that among the aspects that affect the value of a college education is the field of one’s major: Students in engineering or other sciences end up earning more than ones who major in the arts or education. The cost of tuition (学费) and the availability of financial aid are other considerations, with public institutions generally a better financial bargain than private ones.
She suggested two ways to improve the situation: increasing vocational (职业的)-technical training programs and taking a page from Europe’s focus on early education rather than post-secondary learning. “The European countries put a little more attention to getting people prepared in the primary grades,” she said. “Then they have a higher bar for whoever goes to college—but once you get into college, you’re more likely to be highly subsidized (资助).”
She also is a supporter of technical training—to teach students how to be plumbers, welders and computer programmers—because “employers are desperate” for workers with these skills.People usually think that.
| A．the cost of technical schooling is a problem |
| B．technical skills are most important for finding a job |
| C．one will not succeed without a college degree |
| D．there is an increased competition in getting into a college |
What does the underlined part “taking a page from” (in Para.5) possibly mean?
| A．Learning from. | B．Changing from. |
| C．Differing from. | D．Hearing from. |
What can we infer from the passage?
| A．Public institutions charge more for education. |
| B．European universities are stricter with students. |
| C．Canadian students prefer to major in engineering. |
| D．Students with certain skills are in great demand. |
Ms. Sawhill may probably agree that .
| A．technical training is more important than college education |
| B．too much stress has been put on the value of college degrees |
| C．a college degree will ensure promising employment |
| D．it’s easier for art students to find favorite jobs |
There has been an outpouring of love for a 23-year-old disabled woman whose dog was killed in front of her while a groomer(美容师) tried to trim(修剪) its claws.
Calls and e-mails came from as far away as the Upper Peninsula and Arizona as well as Oakland and Macomb counties, offering Laurie Crouch, who uses a wheelchair because of multiple sclerosis(硬化症), everything from dogs to money, such as that from Jason Daly of Roseville who said, “ I would like to buy her a new dog.”
A story about the death of Crouch’s pet, Gooch, was printed on the front page of Macomb Daily. Crouch said a man sat on the dog to trim its nails. Gooch died after one claw was trimmed.
Crouch yelled at the groomer to stop when she saw Gooch was struggling to breathe, but she said she was ignored. “If I could have walked, I would have put my hands on her and pulled her off my dog and physically stopped her, but I can’t do that.” Gooch was not a trained service animal, but naturally helped Crouch by picking up things for her.
“This case is absolute animal abuse(虐待),” Larry Obrecht, division manager of the Oakland County Animal Shelter in Auburn Hills, said.
People who read the story contacted Oakland Press to offer help. A message, from Rebecca Amett of Giggles N Wiggles Puppy Rescue, in Roseville, said, “We have puppies to donate … and want to help the young woman who lost her service dog.”
“When Gooch was with me, I was happy,” Crouch said, “I think I can be happy again but no animal can replace Gooch. There’s never going to be another Gooch out there but I think I will find a dog that can bring me joy again.”What does the passage mainly tell us?
| A．A disabled woman’s service dog. |
| B．A cruel groomer killed a disabled woman’s dog. |
| C．People’s love for a disabled woman who lost her dog. |
| D．Disabled woman loves to have the dog as company. |
People called and emailed to .
| A．offer help and care to Laurie Crouch. |
| B．give their angry voice to the groomer. |
| C．offer a cure for Crouch’s disease. |
| D．tell Crouch how to punish the groomer. |
We can infer from the passage that .
| A．Crouch refused to take another dog. |
| B．Crouch must be sad after losing her dog. |
| C．Crouch has accepted another dog from a stranger. |
| D．Crouch can live well without a dog’s company. |
Taking good notes is a time-saving skill that will help you to become a better student in several ways .Second, your notes are excellent materials to refer to when you are studying for a test. Third, note-taking offers variety to your study time and helps you to hold your interest.You will want to take notes during classroom discussions and while reading a textbook or doing research for a report.
Whenever or however you take notes, keep in mind that note-taking is a selective process.
The following methods may work best for you.
●Read the text quickly to find the main facts and ideas in it.
●Carefully read the text and watch for words that can show main points and
supporting facts.
● Write your notes in your own words.
●
● Note any questions or ideas you may have about what was said or written.
As you take notes, you may want to use your own shorthand(速记). When you do, be sure that you understand your symbols and that you use them
all the time.
| A．Use words, not complete sentences. |
| B．There are three practical note-taking methods. |
| C．You must write your notes on separate paper. |
| D．Otherwise, you may not be able to read your notes later. |
E. you will also want to develop your own method for taking notes.
F. That means you must first decide what is important enough to include in your notes.
G. First, the simple act of writing something down makes it easier for you to understand and remember it.
American cities are similar to other cities around the world. In every country cities reflect the values of the culture. Cities contain the very best aspects of a society: opportunities for education employment and entertainment. They also contain the very worst parts of a society: violent crime racial conflict and poverty. American cities are changing just as American society is changing.
After World War II city residents became wealthier more prosperous. They had more children. They needed more space. They move out of their apartments in the city to buy their own homes. They bought houses in the suburbs areas near a city where people live. These are areas without many offices or factories. During the 1950s the American “dream” was to have a house in the suburbs.
Now things are changing. The children of the people who left the cities in 1950s are now adults. They unlike their parents want to live in the cities. Many young professionals doctors lawyers and executives are moving back into the city. Many are single; others are married but often without children. They prefer the city to the suburbs because their jobs are there; they are afraid of the fuel shortage; or they just enjoy the excitement and opportunities which the city offers.
This population shift is bringing problems as well as benefits. Countless poor people must leave their apartments in the city because the owners want to sell the buildings or make apartments for sale instead of for rent. In the 1950s, many poor people did not have enough money to move to the suburbs; now many of these people do not have enough money to stay in the cities.
Only a few years ago, people thought that the older American cities were dying. Some city residents now see a bright , new future .Others see only problems and conflicts. One thing is sure：many dying cities are alive again.What does the author think of cities all over the world ?
| A．They are alive . | B．They are hopeless. |
| C．They are similar | D．They are different. |
Why did American city residents want to live in the suburbs after World War Ⅱ?
| A．Because older American cities were dying. |
| B．Because they were richer and needed more space. |
| C．Because cities contained the worst parts of society. |
| D．Because they could hardly afford to live in the city. |
According to the 4 th paragragh, a great many poor people in American cities ____ .
| A．are faced with housing problems |
| B．are faced to move to the suburbs |
| C．want to sell their buildings |
| D．need more money for daily expenses |
We can conclude from the text that_____?
| A．American cities are changing for the wars |
| B．people have different views on American cities |
| C．many people are now moving from American cities |
| D．the population is decreasing in older American cities |
For many parents , raising a teenager is like fighting a long war ,but years go by without any clear winner . Like a border conflict between neighboring countries ,the parent-teen war is about boundaries: Where is the line between what I control and what you do?
Both sides want peace ,but neither feels it has any power to stop the conflict . In part ,this is because neither is willing to admit .any responsibility for starting it . From the parents’ point of view, the only cause of their fight is their adolescents’ complete unreasonableness. And of course .the teens see it in exactly the same way , except oppositely . Both feel trapped
In this article. I’ll describe three no-win situations that commonly arise between teens and parents and then suggest some ways out of the trap. The first no-win situation is quarrels over unimportant things . Examples include the color of the teen’s hair, the cleanliness of the bedroom ,the preferred style of clothing , the child’s failure to eat a good breakfast before school ,or his tendency to sleep until noon on the weekends .Second ,blaming.The goal of a blaming battle is to make the other admit that his bad attitude is the reason why everything goes wrong . Third , needing to be right ,It doesn’t matter what the topic is –politics. The taws of physics ,or the proper way to break an egg –the point of these arguments is to prove that you are right and the other person is wrong .for both wish to be considered an authority—someone who actually knows something — and therefore to command respect. Unfortunately , as long as long as parents and teens continue to assume that they know more than the other ,they’ll continue to fight these battles forever and never make any real progress Why does the author compare the parent-teen war to a border conflict?
| A．Both can continue for generations . |
| B．Both are about where to draw the line |
| C．Neither has any clear winner |
| D．Neither can be put to an end |
What does the underlined part in Paragraph 2 mean?
| A．The teens blame their parents for starting the conflict. |
| B．The teens agree with their parents on the cause of the conflict |
| C．The teens acouse their parents of misleading them |
| D．The teens tend to have a full understanding of their parents |
Parents and teens want to be right because they want to ________.
| A．give orders to the other |
| B．know more than the other |
| C．gain respect from the other |
| D．get the other to behave properly |
What will the author most probably discuss in the paragraph that follows?
| A．Causes for the parent –teen conflicts |
| B．Examples of the parent –teen war. |
| C．Solutions for the parent –teen problems |
| D．Future of the parent-teen relationship |