Most students try to learn English grammar using grammar textbooks. They study grammar rules and take grammar tests. They use an analytical approach, attempting to memorize, and then apply, a great number of rules.
However, research has proved this method inefficient and ineffective. The truth is, the human brain simply cannot consciously remember process and use hundreds of or thousands of grammar rules. Real speech is too fast.
Native speakers do not learn grammar in this way, but rather intuitively (凭直觉地) and unconsciously. They learn in a complete way, not by attempting to memorize individual grammar rules. As a result, native speakers use correct grammar fluently and easily.
Fortunately, it is possible for English learners to learn grammar this way. Language teacher Blaine Ray has developed a unique "intuitive" approach to teach English grammar. Her system uses "point of view" stories to teach the patterns of English grammar, allowing students unconsciously to acquire correct grammar without ever studying grammar rules.
In this system, the teacher first tells a simple story from one point of view. It may be told about the past, then repeated, but beginning with "since he was a child"; then repeated again, but this time about the future.
Listening to these stories allows students intuitively and effortlessly to learn English grammar and makes them be able to use it correctly when they speak.
Point of View Stories is a creative new way to study English grammar, and offers hope to millions of frustrated English learners.
| A．Remembering grammar rules |
| B．Taking grammar tests. |
| C．Analyzing grammatical structure |
| D．Applying language to situations. |
| A．Talking to native speakers when learning. |
| B．Learning English grammar in a complete way. |
| C．Using correct English grammar. |
| D．Learning English grammar 4from a teacher. |
| A．native speakers learn English grammar by listening to stories |
| B．Blaine Ray’s method gets students to grasp correct grammar unconsciously |
| C．Blaine Ray teaches grammar rules by asking students to tell stories |
| D．it’s hard for students to speak correct English in the new system |
| A．criticize the traditional way of learning grammar |
| B．introduce a new way to study English grammar |
| C．ask students to learn English grammar by listening to stories |
| D．tell us how the native speakers learn English grammar |
| A．because the analytical approach can let them learn English grammar effortlessly |
| B．because the analytical approach makes them be able to use English correctly when they speak. |
| C．because the analytical approach can’t let them memorize and then apply a great number of rules. |
| D．because Real speech is too fast. |
How to deal successfully with a child showing outstanding musical ability? Its not always clear how best to develop and encourage his gift. Many parents may even fail to recognize and respond to their children’s need until discouragement explodes into uncooperative behavior. And while most schools are equipped to deal with children who are especially able in academic subjects，the musically gifted require special understanding which may not always be available in an ordinary school. Such children may well benefit from the education offered by a specialist music school.
The five music schools in Britain aim to provide all environment where gifted children can develop their skills under the guidance of professional musicians. Children here spend about half of a day on musical activities，for example，individual lessons，orchestras，chamber(室内音乐的)groups，voice training，conducting and theory. They also spend several hours a day practicing in private rooms. The rest of their time is taken up with the subjects: English, maths and basic sciences.
What are the disadvantages? An obvious problem is that the fees are high. However, each school will offer scholarships and other forms of financial aid. Secondly, not all parents want to send their children to boarding school, especially at an early age. Almost all the directors of the specialist schools express doubts about the wisdom of admitting children as young as seven into such a tense and disciplined (守纪律的) environment. They stress，however, that their main aim is to turn out “well-rounded and well—balanced individual.”If a child’s musical ability is not recognized, ___________.
| A．the child may behave badly |
| B．the ability may fade away |
| C．the child may lose interest |
| D．the parents may become anxious |
What probably may musically gifted children face in ordinary schools?
| A．Their academic work may suffer. |
| B．Schools lack musical equipment. |
| C．Music is not seen as an important subject. |
| D．Parents and teachers don’t work together. |
What makes specialist music schools different from other schools?
| A．Their working day is longer. |
| B．A range of musical training is offered. |
| C．More than half the day is spent on music. |
| D．The children have mostly one-to-one lessons. |
According to school directors，what is a possible disadvantage for pupils?
| A．Poor children may not be included. |
| B．They may lose their individuality. |
| C．There may be a discipline problem. |
| D．They may be too small on arrival. |
The passage mainly talks about__________.
| A．education and development about children |
| B．disadvantages of music schools |
| C．music schools for children with music gift |
| D．how to deal with music talented children |
One day, when I was working as a psychologist in England, an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. "This boy has lost his family," he wrote. "He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help?"
I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn't have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.
The first two times we met David didn't say a word. He sat there, only looking up to look at the children’s drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon - in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.
Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?
"Perhaps he simply needs someone to share his pain with," I thought. "Perhaps he senses that I respect his suffering." Some months later, when we were playing chess, he looked up at me suddenly.
"It's your turn," he said.
After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.
Maybe I gave David something. But I also learned that one - without any words can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens.When he first met the author, David________.
| A．felt a little excited |
| B．walked energetically |
| C．looked a little nervous |
| D．showed up with his teacher |
As a psychologist, the author_______.
| A．was ready to listen to David |
| B．was skeptical about psychology |
| C．was able to describe David's problem |
| D．was sure of handling David's problem |
David enjoyed being with the author because he ______.
| A．wanted to ask the author for advice |
| B．needed to share sorrow with the author |
| C．liked the children's drawings in the office |
| D．beat the author many times in the chess game |
What can be inferred about David?
| A．He recovered after months of treatment. |
| B．He liked biking before he lost his family. |
| C．He went into university soon after starting to talk. |
| D．He got friends in school before he met the author. |
What made David change?
| A．His teacher's help. |
| B．The author's friendship. |
| C．His exchange of letters with the author. |
| D．The author's silent communication with him. |
On the night of November 14, 1978, a six-year-old Korean boy was flying to the United States. All he knew was that he was on a plane heading for somewhere. The plane landed at Kennedy International Airport, where he was greeted by a family. This young boy was me.
I have grown up in a town where there were few Asians, so I stuck out in the crowd. I made friends quickly and they treated me just like anyone else. You may ask if anyone made fun of my appearance. Well, of course, I met that kind of person. I just shrugged it off.
As an adopted child, I have something that others don't have. I have had the benefit of two families. I'm lucky to have got a chance to start a new life. But we must try never to forget our past. Someday I will go back to Korea to find out what kind of culture I left behind.
There is only one thing that I regret about being adopted. When I argue with my parents and they realize they are losing the argument, they sometimes wonder what I would be doing if I were back in Korea. I don't understand this because I thought the purpose of adopting someone was to give them a better chance of growing up in a family. Some day when I am older, I want to adopt a girl and raise her the way my parents have raised me, but I would do it better, for I know what went well and what did not.We learn that when the writer was on the way to his new family,______.
| A．he was with his own parents |
| B．he was very happy and excited |
| C．he was about ten years old then |
| D．he didn't know he was going to be adopted |
If someone sticks out in the crowd, it means that he/she_______.
| A．is very good-looking |
| B．is very kind-hearted |
| C．is easily noticed by others |
| D．is disliked by others |
When the writer was made fun of by others, he _______.
| A．was deeply hurt |
| B．wanted to go back to Korea |
| C．didnt care about it that much |
| D．tried to make friends with them |
What can we learn from Paragraph 3?
| A．The writer wants to forget his past. |
| B．The writer isn't sad about being adopted. |
| C．The writer isn't interested in Korean culture. |
| D．The writer doesnt know anything about Korea. |
What does the writer want to do when he is older?
| A．Go back to live with his parents in Korea. |
| B．Tell his parents what they have done wrong. |
| C．Find out how to raise children in a better way. |
| D．Adopt a girl and raise her in a good way. |
Some people learn a second language easily. Others have trouble learning a new language. How can you help yourself learn a new language, such as English? There are several ways to make learning English a little easier and more interesting.
The first step is to feel positive about learning English. If you believe that you can learn, you will learn. Be patient. You do not have to understand everything all at once. It is natural to make mistakes when you learn something new. We can learn from our mistakes. In other words, do not worry about taking risks.
The second step is to practice your English. For example, write a diary every day. You will get used to writing it in English, and you will feel comfortable expressing your ideas in English. Several weeks later, you will see that your writing is improving. In addition, you must speak English every day. You can practice with your classmates outside class. You will make mistakes, but gradually you will become comfortable communicating in English.
The third step is to keep a record of your language learning. You can write this in your journal. After each class, think about what you did. Did you answer a question correctly? Did you understand something the teacher explained? Perhaps the lesson was difficult, but you tried to understand it.
You must be positive about learning English and believe that you can do it. It is important to practice every day and make a record of your achievements. You will enjoy learning English, and you will feel more confident in yourself. To feel positive about learning English means _________.
| A．if you are patient, you will learn |
| B．if you keep a record, you can improve |
| C．if you believe you can learn, you will learn |
| D．if you make mistakes, you can learn from your mistakes |
When you learn English, you do not need to _________.
| A．understand everything all at once |
| B．practice with your classmates outside class |
| C．write a diary regularly |
| D．feel more confident in yourself |
According to the passage, what is not helpful for you to enjoy learning English?
| A．To communicate in English. |
| B．To worry about taking risks. |
| C．To make a record of the achievements. |
| D．To think about what has been done after each class. |
What does the underlined word journal in Paragraph 4 mean?
| A．Diary. | B．Composition. |
| C．Magazine. | D．Newspaper. |
What is the main idea of this passage?
| A．It is very important to learn a second language. |
| B．Some people learn a second language easily while others do not. |
| C．Dont worry about making mistakes when learning a second language. |
| D．There are some ways to help you learn a second language more easily. |
Time and how we experience it have always puzzled us. Physicists have created fascinating theories, but their time is measured by a pendulum（钟摆）and is not psychological time, which leaps with little regard to the clock or calendar. As someone who understood the difference remarked, “When you sit with a nice girl for two hours it seems like a minute, but when you sit on a hot stove, a minute seems like two hours.”
Psychologists have long noticed that larger units of time, such as months and years, fly on swifter wings as we age. They also note that the more time is structured with schedules and appointments, the more rapidly it seems to pass．For example, a day at the office flies compared with a day at the beach. Since most of us spend fewer days at the beach and more at the office as we age, an increase in structured tune could well be to blame for why time seems to speed up as we grow older．
Expectation and familiarity also make time seem to flow more rapidly. Almost all of us have had the experience of driving somewhere we’ve never been before. Surrounded by unfamiliar scenery, with no real idea of when we’ll arrive, we experience the trip as lasting a long time. But the return trip, although exactly as long, seems to take far less time. The unfamiliarity of the journey has become routine. Thus taking a different route on occasion can often help slow the clock.
When days become as identical as beads（小珠子）on a string, they mix together, and even months become a single day. To fight this, try to find ways to interrupt the structure of your day—to stop time. Learning something new is one of the ways to slow the passage of time. One of the reasons the days of our youth seems so full and long is that these are the days of learning and discovery. For many of us, learning ends when we leave school, but this doesn’t have to be.
| A．physical time is different from psychological time |
| B．time should not be measured by a pendulum |
| C．psychological time is quite puzzling |
| D．physical theory has nothing to do with the true sense of time |
| A．Our sense of time changes. |
| B．We spend less time at the beach. |
| C．More time is structured and scheduled. |
| D．Time is structured with too many appointments. |
| A．It gives various explanations about time. |
| B．It explains why time flies fast and how to slow it down psychologically. |
| C．It shows the different ideas of physicists and psychologists on time. |
| D．It describes how we experience time psychologically. |